LIFELONG LEARNING INITIATIVES AND

PROFESSIONAL DEVELOPMENT OF PUBLIC

ELEMENTARY SCHOOL TEACHERS IN
JOMALIG DISTRICT

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 567-581
Document ID: 2023PEMJ882
DOI: 10.5281/zenodo.8127250
Manuscript Accepted: 2023-8-7
Psych Educ, 2023, 10: 567-581, Document ID:2023 PEMJ882, doi:10.5281/zenodo.8127250, ISSN 2822-4353
Research Article

Lifelong Learning Initiatives and Professional Development of

Public Elementary School Teachers in Jomalig District
Jane Jasmin M. Galicia*
For affiliations and correspondence, see the last page.
Abstract
The purpose of this research is to analyze the lifelong learning initiatives and professional development of public
school teachers in Jomalig District. Specifically, the study sought to investigate the (1) demographic profile of
the respondents; (2) attitude of respondents on their lifelong learning initiatives; (3) attitude of respondents on
their professional development practices; (4) the extent of respondent’s lifelong learning practices; (5) the extent
of respondent’s professional development practices; (6) significant relationship between the attitude and extent
of practice of respondents on lifelong learning initiatives and (7) significant relationship on the attitude and
extent of practice of respondents on professional development practices. As a final output of the study, proposed
annual workplan for teacher’s development programs was developed covering the variables that were found to
have significant relationship on the learning initiatives and professional development of public school teachers.
This is a descriptive quantitative research utilizing correlation technique in determining the relationship of
attitude and extent of practice of teacher respondents on lifelong learning initiatives and professional
development practices. The results of the study show that the greater the attitude on lifelong learning initiatives
the greater their extent of practice of teaching and the greater the attitude on professional development the
greater their extent of practice of professional development. Thus, the study concludes that teachers who see
themselves engaged in lifelong learning will more likely to practice and embrace professional growth. The study
recommends that the school principal and/or head teacher strengthen instructional collaboration in undertaking
changes in instructional strategies, classroom management, and student engagement as focus of the lifelong
learning initiatives of teachers.

Keywords: lifelong learning, professional development, teacher’s attitude, teacher’s practices,

teacher’s learning initiatives

Introduction sustained at high level and training relevance shall be

Organization leaders will all agree that human
resources are their most important asset because the
success and failure of organization depends on the
large extent to the performance of its people. This
principle markedly asserts the crucial role of human
resources. The importance, therefore, of developing
the personnel of every institution cannot be neglected.
Educational institutions and schools are faced with
similar challenge. Teachers who perceive little chance
to grow in their teaching career tend to lessen their
aspirations, weaken enthusiasm, and gradually
disengage in their work. To maintain such vitality and
enthusiasm in teachers, academic institutions must
offer teachers opportunities for growth, development
and renewal. As noted by Bligh (2014) teachers’
development programs are tangible indicators of the
institutions’ inner faith in their academic workforce.
Trainings, workshops, and any opportunities for
growth, however, should fit into their needs. Programs
inapt to their needs are of little help to them. Time,
talent and energy are wasted when a teacher
mechanically participates in activities just because he
or she is required to do so even if these activities are
not responsive to his particular needs. Hence, efforts
directed towards the quality of training shall be
evaluated in accordance with the broad range of
current and emerging needs of faculty, both for today
and in the future.
The trickling-up effect of K to 12 education has started
a major overhaul of the education system in the
Philippines, and this set off alarm bells on many
school leaders about developing competencies among
their pool of teachers in different levels and areas of
specialization. Under these prevailing conditions,
teachers’ competencies should be enhanced and
updated to cope with the demands of producing a
globally competitive K to 12 graduates. Since the
teachers are in the frontline of this K to 12 education it
is in their hands that lies the responsibility of
producing graduates who are well-trained and well
equipped with knowledge, technical skills and sets of
values needed by community and industry. This made
the training and opportunities for growth very essential
to the teachers if academic excellence and professional
efficiency are at stake in the basic education
reform. One of the most important issues that have
emerged in Philippine education is poor teaching
performance as shown in research undertaken for the
purpose of assessing the level of excellence in
Philippine education.

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Research Article
Challenged by the said issue and the reform emerging
in the educational system, training and development
program is imperative more than ever to teachers to
curb the problem. In today’s knowledge-based society,
knowledge, skills and competencies can be best
attained by the teachers to the opportunities that
exposed them to national and/or global perspectives,
approaches, collaborations and linkages that may be
provided to them by the school managers in their
human resource development plans. School managers
must then recognize that teachers, being the most
valuable assets of human resources, are now in its
most critical situations in attaining its educational
objectives. It shall, therefore, seek to develop its
teaching staff through an institutionalized teachers’
development program.Teachers’ development program
is a serious and essential step for all schools to
undertake. It is an avenue for professional growth,
social development and to upgrade teachers’ skills and
competence in their teaching role.
Conformably, the Department of Education, in the
Public District of Jomalig cannot stay indifferent to
these demands for teachers’ development programs
especially now that K to 12 curriculum focuses in
honing the 21st century skills among graduates.
Hence, this research will determine if there’s a
significant difference in teachers’ attitudes towards
lifelong learning initiatives and professional
development in their teaching performance. For it is
the job of all instructional leaders in every district and
school to provide a favorable learning environment
where students are guided and assisted by highly
trained, effective, efficient and productive teachers.
Aligned to Department of Education (DepEd) mission
of “protecting and promoting the right of every
Filipino to quality, equitable, culture-based and
complete basic education where: students learn in a
child-friendly, gender sensitive, safe and motivating
environment,” and its vision “as learner-centered
public institution that continuously improves itself to
better serve its stakeholders,” the teachers’
development programs of every school aim precisely
to develop this kind of teachers. While the
development programs and initiatives have the
teachers’ integral growth as their immediate end, it is
the students who will ultimately benefit from the
presence of highly trained, efficient and driven
teachers.
Research Questions
The research aimed to analyze lifelong learning
initiatives and professional development of public
school teachers in the District of Jomalig. Specifically,
Jane Jasmin M. Galicia
this study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Rank;
1.5 Educational Attainment; and
1.6 Length of Service?
2. What is the attitude of public elementary school
teachers in a school district on their lifelong learning
initiatives with respect to:
2.1 Workshops and Seminars Attended;
2.2 Continuing Professional Education;
2.3 Reflective Practice?
3. What is the attitude of public elementary school
teachers in a school district on their professional
development practices with respect to:
3.1 Coaching & mentoring;
3.2 Classroom observation / Visitation; and
3.3 Focus-group discussion and collaboration?
4.What is the extent of lifelong learning practices of
the public elementary school teachers in a school
district with respect to:
4.1 Workshops and Seminars Attended;
4.2 Continuing Professional Education; and
4.3 Reflective Practice?
5. What is the extent of professional development
practices of the public elementary school teachers in a
school district with respect to:
5.1 Coaching & mentoring;
5.2 Classroom observation / Visitation; and
5.3 Focus-group discussion and collaboration?
6. Is there a significant relationship between the
attitude and extent of practice of respondents on
lifelong learning initiatives?
7. Is there a significant relationship on the attitude and
extent of practice of respondents on professional
development practices?
Methodology
This descriptive survey research design was utilized in
this research. In determining the relationship of
attitude and extent of practice of teacher respondents
on lifelong learning initiatives and professional
development practices correlational research design
was used. A correlational study according to Creswell
(2015) is a type of research design where a researcher
seeks to understand what kind of relationships
naturally occurring variables have with one another. In
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Research Article
simple terms, correlational research seeks to figure out
if two or more variables are related and, if so, in what
way and how one impacts the other and what changes
are eventually observed.
Participants
The participants of the study were the 50 teachers of
the five elementary schools in the District of Jomalig
in Quezon province. These are as follows: 12 teachers
from Apad Elementary School, 7 teachers from Bukal
Elementary School, 7 teachers from Casuguran
Elementary School, 6 teachers from Gango
Elementary School and 18 teachers from Jomalig
Central Elementary School. All 50 teachers were
completely enumerated and participated in this
research.
Instruments of the study
Survey questionnaire is the chief data gathering
instrument in this investigation. The instrument is a
researcher-designed checklist questionnaire with
Likert scale type of responses used in collecting data
from the respondents of the study. The questionnaire is
divided into five parts in accordance with the sub-
problems of the study: Part I of the questionnaire
covers the personal attributes of the respondents such
as age, sex, civil status, rank, educational attainment
and length of service. Part II of the instrument
measures the teachers’ attitudes towards lifelong
learning initiatives with respect to: workshops and
seminars attended, continuing professional education,
and reflective practices of teachers. Part III of the
instrument measures the teachers’ attitude on their
professional development practices with respect to:
coaching and mentoring, classroom observation and
visitation, and focus-group discussion and
collaboration. Part IV of the instrument measures the
extent of respondent’s lifelong learning practices with
respect to : workshops and seminars attended,
continuing professional education, and reflective
practices of teachers. Part V of the instrument
measures the extent of respondent’s professional
development practices with respect to: coaching and
mentoring, classroom observation and visitation, and
focus-group discussion and collaboration. The said
instrument was crafted through the concepts presented
in the review of related literature and through a series
of validation by expert panelist. Then, based on the
feedback given, the tool was revised. Subsequent to
the approval of the research instrument by the thesis
adviser. Thereafter, the questionnaire underwent a
pilot testing to measure its reliability in Patnanungan,
Quezon.
Jane Jasmin M. Galicia
Procedure
The study was conducted in five (5) elementary
schools in the District of Jomalig, Quezon. The
primary consideration for choosing the venue was the
fact that the researcher is currently connected with one
of the elementary schools, and therefore interested to
find out the status of teachers’ learning initiatives and
professional development programs in each school and
in determining the relationship of attitude and extent of
practice of teacher respondents on lifelong learning
initiatives and professional development practices
which could be used as inputs in designing and
implementing lifelong learning programs for public
elementary school teachers.
This study utilized a researcher-designed checklist
questionnaire with Likert scale type of responses in
collecting data from the respondents of the study.
Before the administration of the instrument the
researcher secured first the permission from the
District Supervisors and School Heads of Jomalig
District. Online platform played significant role in the
data gathering procedure (since the data gathering
occurred during the Extreme Community Quarantine
in Luzon brought by Covid-19 pandemic) through the
help and cooperation of the teachers in each school,
data were collected efficiently. Moreover, the
responses were recorded, and coded in a data matrix
with the aid of Microsoft Excel while the inferential
analysis was done through the use of Statistical
Package for Social Sciences (SPSS) computer
software.
Results and Discussion
Table 1. Profile of Respondents
Table 1 shows the frequency and percentage
d istrib ution of respond en ts’ b ackg round
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characteristics. Majority of teachers are above thirty
years old with twenty-nine (29) or fifty-eight percent,
and were married female teachers accounting to forty-
two (42) or eighty-four percent of the respondents. In
terms of work or employment details, forty-one (41) or
eighty-two percent are classed as Teacher I with
bachelor’s degree and with less than six years length
of service.
According to some studies, one relevant factor that
enhances teacher’s extent of practices in terms of
classroom management, instructional strategies and
student engagement is to achieve higher level of
education. While the recent findings revealed that most
of the teacher respondents are classified as Teacher I
with bachelor’s degree, they must aspire to earn
master’s degree or even doctorate degree. Educational
research is replete with studies revealing the
importance and benefits of continuing professional
development through earning of masters’ or doctorate
degree. One of these studies is the research of Labadia
(2010) who stated that earning a master’s units or
completing the degree connotes higher degree of
professional competence and higher chance for
promotion.
Attitude of Respondents on Lifelong Learning
Initiatives
The following details the attitudes of the respondents
on lifelong learning initiatives with respect to
workshops and seminars, continuing professional
education, and reflective practice.
Table 2. Attitudes on Lifelong Learning Initiative in
Terms of Workshops / Seminars
Table 2 presents the perception of respondents on the
indicators measuring their attitude on lifelong learning
initiatives with respect to seminars and workshops.
The respondents agreed with the following indicators :
“I believe that Seminars and workshops enable me to
grow professionally within my content area”, “I
believe that Since the workshop, my knowledge of the
subject matter has improved”, and “I believe that
Jane Jasmin M. Galicia
collaborate with colleagues in my department to
discuss new instructional strategies learned in the
seminars and to implement them in the classroom”
with weighted mean of 3.82, 3.80, and 3.79
respectively. They also agreed to the following
indicators : “The overall experience of the training is
positive” and “I believe that I accept accountability for
learning outcomes” with weighted means of 3.58 and
3.56 respectively and were rated least. In their study,
Sacco and Marvin (2016) disclosed that lifelong
learning must raise a persons’ interest, enhance
functional intellectual, and social skills. It should also
confirm one’s notion of self-esteem, self-worth, and
self-confidence. While it is true that there are teachers
whose attitudes are positive toward professional
development with respect to seminars and workshops
but still there those who thinks the other way around.
To put it simply, teachers have a decisive role (+/-) in
any learning programs and their actions do not
automatically insure positive attitudes towards
professional growth and development.
Overall, “seminars and workshops” as a dimension of
lifelong learning initiatives have verbal description of
“agree” with general weighted mean of 3.71. Professor
Briones (DepEd Secretary) pronounced that seminar
and workshop for educators propagate professional
growth. She added that seminars and workshops would
keep educators abreast to new development in their
profession. This current results compliments the
DepEd secretary’s pronouncement.
The standard deviation ranging from 0.54 – 0.41
suggests that the respondents are homogeneous on this
aspect. The teacher-respondents attitude is almost alike
in terms of their responses in the eight indicators of
lifelong learning initiatives as to workshops and
seminars.
The current finding is consistent with as far as lifelong
learning initiatives is concerned, most of the schools in
the Philippines are giving seminar and workshop to
their faculties. From the earliest days of modern
faculty learning initiatives, “the workshop [has been]
the main staple in the instructional improver’s
cupboard” (Weimer & Lenze (2017), and this
continues to be the case (Cranton, 2014). Marx (2015)
and Smith (2017) both recommended that seminars
and workshops be coupled with educational theory in
the context of instructional practice. Workshop
according to Hirsh (2017) is the most common form of
traditional teachers’ learning initiative, it includes one
day workshops that educators could attend.
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Table 3. Attitudes on Lifelong Learning Initiative with professionals, managers, high· level technical
respect to Continuing Professional Education
Table 3 discloses the views of teachers on indicators
measuring their attitude on lifelong learning initiatives
with respect to continuing professional education. The
indicators “In my mind as teacher, continuing
education contributes to my work performance” with
weighted mean of 3.92, “Entering in graduate school
helps in increasing my educational theory on
classroom management and teaching strategies” with
weighted mean of 3.72 have verbal descriptions of
“agree”.
The respondents agreed to the following indicators: “I
believed in the idea that “one who dares to teach
should never ceases to learn” with a weighted mean of
3.68; “I believe that Continuing Professional
Education (CPE) is vital and necessary to enhance
and maintain high professional, ethical and technical
standards in the practice of the professions” with a
weighted mean of 3.66; “I believed that continued
learning through CPE is the key in building our
capacity for effective teaching” and “Enrolling in the
graduate schools gives us confidence in performing
our job as teachers” both with weighted means of
3.64; “I assumed that the higher education I received
the higher is my student’s achievement in my subject”
with a weighted mean of 3.58; “ I believe that Taking
masters and/or doctorate degree leads us to higher
teaching performance” with weighted mean of
3.50.
Overall, “continuing professional education” as a
dimension of lifelong learning initiatives verbal
description of “agree” with general weighted mean of
3.67. While the standard deviation ranging from .34 to
.70 shows homogeneity of teachers’ attitude on the
continuing professional education as dimension of
lifelong learning initiatives. Article 12, Section 14, of
the Philippine constitution stipulated that sustained
development of a reservoir of national talents
consisting of Filipino scientists, entrepreneurs,
Jane Jasmin M. Galicia
manpower, and skilled workers and craftsmen in all
fields shall be promoted by the State. Hence, the State
is institutionalizing the continuing professional
education in all professionals.
As opined by Marks (2012) engaging classroom
teachers in continuing professional education has
become a critical concern in a rapidly changing world
of information and technology. The statistical analysis
from a study conducted by the National Center for
Education Statistics (2019) titled Teacher Quality: A
Report on the Preparation and Qualifications of Public
School Teachers states that in order to meet the
challenging demands of their jobs, high-quality
teachers must be capable and willing to continuously
learn and relearn their trade. Continued learning is the
key to building educators' capacity for effective
teaching, particularly in a profession where the
demands are changing and expanding.
Therefore Continuing Professional Education is
important in enhancing professional, ethical, and
technical standards of profession. In particular for
State· Registered and Licensed Professionals as stated
in Senate House Bill 3081 authored by Senator Miriam
Santiago.
Table 4. Attitudes on Lifelong Learning Initiative in
Terms of Reflective Practice
Table 4 reveals the views of teachers on indicators
measuring their attitude on lifelong learning initiatives
with respect to reflective practice. The indicators “I
believe that teacher needs to unlearn, learn, and relearn
to bring changes in his current practice” with weighted
mean of 3.74, “I believe that During personal learning
time, I look back in my previous performance and set
an action plan to improve it.” with weighted mean of
3.72, “ I believe that I make it a habit to reflect on my
own instructional practice and to make decisions that
are relevant to my growth and learning” with weighted
mean of 3.68 have verbal descriptions of “agree”.
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Table 5. Attitude on Professional Development

Based on the top three highest indicators, reflective Programs with respect to Peer Mentoring / Coaching
practice is ‘learning through and from experience
towards gaining new insights of self and practice”
(Finlay, 2008). By reflecting, teachers will develop
abilities to solve problems. Through questioning and
changing the way they deliver your lessons, teachers
will find new solutions and become more flexible with
their teaching. It allows them to take time to assess and
appreciate their own teaching. By reflecting, teachers
create environment which centers on the learner. This
environment will support students and teachers all
around them to become innovative, confident, engaged Table 5 manifests the views of teachers on indicators
and responsible. measuring their attitude on professional development
programs with respect to peer mentoring and
Overall, “reflective practice” as a dimension of coaching. The ind icators “ I believe that
lifelong learning initiatives have verbal description of Mentoring/Coaching is important to teacher
“agree” with general weighted mean of 3.63. While the interaction to facilitate the transfer of new skills
standard deviation ranging from .44 to .67 shows learned in professional development into classroom
homogeneity of teachers’ attitude on reflective practice practice” with weighted mean of 3.80, “ I believe that
as dimension of lifelong learning initiatives. Mentoring provides an opportunity for mentors to
critically reflect on their impact on mentees and learn
Reflective practice is a valuable component and result to enhance their leadership and coaching skills while
encouraging them to grow personally and
of learning initiative of teachers. It enable educators to
professionally through self-discovery and self-
show their instructional practice and allow them to
reflections” with a weighted mean of 3.72 with a
make decisions related to their classrooms and
verbal description of “agree”. Based on the three
learning (Zepeda, 2018). Being reflective enable highest indicators on professional development,
educators to enhance instructional knowledge and teachers believed that people have the inner resources
develop new strategies based on feedbacks. Hence, to achieve improvements in their practices. Coaching
homogeneity of teachers’ attitude on reflective practice and mentoring approaches in education aim to build
as dimension of lifelong learning initiatives and high the knowledge and skills of teachers and educational
weighted mean reached by the said dimension support leaders. The person being coached develops her / his
this assertion. Furthermore, it affirmed the stand of own solutions through the process used. A coach
Yost & Vogel (2017) that educators need additional fosters increased self-awareness through conversation
time to evaluate their teaching practice and its effect aimed at self-directed learning. In shanghai and
on student learning. Working with individualized Singapore as teachers progress through their career,
cohort model enabled educators to cooperate and they must increasingly responsibility to serve as
concentrate on instruction and helped learners with mentors and trainer of others teachers. Some mentors
their benchmark assessments. provide specific guidance , while others provide
support about more general pedagogical development.
Attitudes of Respondents on Professional
While indicators “ I believe that the school
Development Programs principal/mater teacher serves as our mentor and
model to refine our teacher skills” and “ I believe that
The following data shows attitudes of teachers on peer mentoring , peer mentor/s assist/s during the
professional development programs with respect to stressful days of our career as teacher” with weighted
peer m e n t o r i n g / c o a c h i n g , c l a s s r o o m means of 3.44 and 3.40 respectively both have verbal
visitation/observation, and focus-group discussion / description of “agree”. This finding leads to a
collaboration. generalization for this particular population of the
study that as teachers received mentoring/coaching
from school principal/master teacher their attitude in
undertaking changes in the classroom and refining

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their skills was not fully immense. This finding
implies that as teachers get assistance from their peers
inadvertently places them in a box and limits their
inventiveness to discover and try new ways of
handling activities in the classroom that will lead to
student learning.
The current finding is further explained in the study of
Glatthom (2014) that peer mentoring, classroom
observation and coaching are often perceived by the
teachers as punitive, they feel a certain level of
discomfort and lack of confidence when they received
directions from their colleagues. Wise & Darling
(2015) further clarified that mentoring and coaching,
either by a peer teacher or a supervisor, may take place
over a long period of time and may allow a teacher to
see the effects of positive changes as they unfold, be
they related to instructional format, delivery, or
content.
Overall, “peer mentoring and coaching” as a
dimension of professional development program with
verbal description of “agree” with general weighted
mean of 3.62. The study conducted by Joyce and
Showers supports this finding on the value of
educators’ collaboration in transferring new skills
gained in professional development into classroom
practice. In addition, peer coaching was found to be
most effective kind of faculty development program.
Educators who joined in professional development
utilizing peer coaching showed 95% gain in
knowledge and ability to transfer skills (Joyce and
Showers, 2012).
Research on the topic further shows that “mentoring in
general and academic achievement in particular, is
positively correlated with achievement and success”
(Diehl & Simpson, 2019, p. 148) and underscores the
logic behind its implementation in educational
institutions. While the limited number of studies
pertaining to peer mentoring specifically in basic
education have shown this practice to be effective (P.
A. Cohen, 2010; Menges & Brinko, 2016, April),
individual meetings and follow ups are unfortunately
labor-intensive and difficult to scale up (Gillespie,
2018; Wilhite, Lunde, & Latta, 2019). Learning
communities of faculty can be seen as a compliment to
or an extension of the peer mentoring concept and
provide the ability to reach more faculty with fewer
resources.
Jane Jasmin M. Galicia
Table 6. Attitude of the Respondents on Professional
Development Programs with respect to Classroom
Visitation / Observation
Table 6 reveals the views of teachers on indicators
measuring their attitude on professional development
programs with respect to classroom visitation and
observation. In this study the indicators “I evaluate the
effectiveness of my own teaching in light of my
supervisor feedback to me” with weighted mean of
3.72, “I believe that the Classroom visitation and
observation provide the teacher an avenue to discuss to
immediate supervisor their difficulties in teaching-
learning process” with weighted mean of 3.66 all with
verbal descriptions of “agree”. Classroom observation
is either formal or informal observation of teaching as
it is happening in a learning environment. Customarily
conducted by colleagues or instructional specialist,
Classroom observation were frequently utilized to give
educators with constructive feedbacks to enhance
teaching and classroom management.
The indicator “I believe that the immediate supervisor
provides meaningful and non-judgmental feedback “
was rated least with weighted mean of 3.38 with verbal
description of “ agree”. The finding implies that as
teachers get assistance and/or feedback from their
peers inadvertently places them in a box and limits
their inventiveness to discover and try new ways of
handling activities in the classroom that will lead to
student learning. Hence, this indicator was rated least
among the eight indicators.
The current finding is further explained in the study of
Glatthom (2014) that peer mentoring and classroom
observation are often perceived by the teachers as
punitive, they feel a certain level of discomfort and
lack of confidence when they received directions from
their colleagues. Wise and Darling (2015) further
clarified that feedback, either by a peer teacher or a
supervisor, may take place over a long period of time
and may allow a teacher to see the effects of positive
changes as they unfold, be they related to instructional
format, delivery, or content. Peer and supervisor
coaching and feedback also provide many advantages
as cooperative learning.
Overall, “classroom visitation and observation” as a
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dimension of lifelong learning initiatives with verbal
description of “agree” with general weighted mean of
3.54. While the standard deviation ranging from .45 to
.80 shows homogeneity of teachers’ attitude on
classroom visitation and observation as dimension of
lifelong learning initiatives.
This finding supports the conclusions of Salpeter
(2015) who underscored that a veteran mentor who
often visits educators in their classrooms could give
timely support required to transform knowledge into
practice.
Learning communities, also known as communities of
practice, faculty study groups, faculty inquiry groups,
and teaching circles (Shere et al., 2013), are seen as
inexpensive ways to leverage “a teaching improvement
center’s resources, [make] innovative teaching visible,
and [provide] peer models to other faculty while
helping [to] promote an overall institutional culture
that actively supports teaching excellence” (Wilhite et
al., 2019, p. 182). As an overall best practice, the
literature suggests that group sizes should not exceed
15; however, fewer than that is ideal (Cox, 2000;
Mewborn et al., 2012; Wildman et al., 2018).
Table 7. Attitude on Professional Development
Programs with respect to Focus Group Discussion /
Collaboration
Table 7 exhibits the views of teachers on indicators
measuring their attitude on professional development
programs with respect to focus group discussion and
collaboration. The indicators “I believe that allowing
teachers to collaborate with one another is the
cornerstone of what makes professional development
effective” with weighted mean of 3.66, “I believe that
when teachers see themselves in collaborative
relationships, a strong bond is formed, which allows
teachers to consider themselves as human capital to
one another and to the school district as a whole” with
weighted mean of 3.64, “I believe that the school FGD
Jane Jasmin M. Galicia
sessions allowed us to collaborate with one another to
identify areas that needed refinement within their
content area” with weighted mean of 3.63, “I believe
that teachers learn best when the learning experience
is meaningful and they are able to socialize in an
environment that supports their learning” with
weighted mean of 3.62, “I believe that Having
conversations through small group discussions,
teachers can forge new learning and support and
inspire one another in the process” with weighted
mean of 3.60, “Best practices are shared through
conversations with peer and FGD/Collaboration of
teachers” with weighted mean of 3.58 have verbal
descriptions of “agree”.
While rated least are the indicators: “I believe that
FGD/Collaboration practices of teachers will help
them to become active participants in each other’s
learning” and “During our FGD session I can voice out
my concerns, opinions, and frustrations and seeks help
in finding solutions to issues within the classroom”
with weighted means of 3.54 and 3.50 respectively and
both with verbal description of “agree”. Overall,
“focus group discussion and collaboration” as a
dimension of professional development program has
been verbally described as “agree” .60. The standard
deviation ranging from .59 to .61 shows homogeneity
of teachers’ attitude on focus group discussion and
collaboration as dimension of professional
development program.
This finding about teachers’ attitude on focus group
discussion and collaboration as dimension of
professional development program sustains the
findings of the following studies : Archibald et al.,
(2011) mentioned that educators who are active
participants in their learning with fellow educators are
more likely to impress their teaching via analyzing
student work, conversations, peer observations, and
partaking best practices in classroom. Steyn (2015)
confirmed that the foundation for effective PD is the
level of educator’s collaboration. Through often
conversations in small group discussions, educators
could established new learning and support one
another. Marzano (2011) recommended that educators
cooperate joining in instructional rounds where they
could study other’s instructional practices, feedbacks
and exchange opinions. Educators learn more when
PD learning experience is significant and they could
mingle in an environment that facilitates learning
(Drago-Severson, 2011). Colbert et al. (2018) revealed
that educators were able to establish a culture of
inquiry that enabled them to utilize information to
make and measure their objectives and realization of
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program. The culture of inquiry enables educators to
question practices and have communications on what
is meaningful, and what works or not work (Harbor,
2014). It also enables educators to be reflective in
classroom practices by conveying their ideas
(Danielson, 2015). Allowing educators to cooperate
with each other is key in making professional
development effective (Harbor, 2014).
Extent of Teachers’ Practice on Lifelong Learning
Initiatives
Table 8. Extent of Practice of Lifelong Learning
Initiatives in Terms of Workshops / Seminars
Table 8 shows the respondents’ extent of practice of
lifelong learning initiative with respect to seminars and
workshops. The indicators “I intentionally look for
seminars and workshops to upgrade and update my
teaching performance” with weighted mean of 4.66,
“Seminars and workshops enable me to grow
professionally within my content area” with weighted
mean of 4.62, “I collaborate with colleagues in my
department to discuss new instructional strategies
learned in the seminars and to implement them in the
classroom” with weighted mean of 4.60, “Since the
workshop, my knowledge of the subject matter has
improved” with weighted mean of 4.58, “I participate
actively in the learning task with some level of
independence” with weighted mean of 4.56, “I show
appropriate behavior of individualism, cooperation and
competition during seminars” with weighted mean of
4.54 were verbally described as “always”.
While indicators “I accept accountability for learning
outcomes” and “The overall experience of the training
is positive” with weighted means of 4.50 and 4.34
respectively both with verbal description of “always”.
Overall, the extent of practice on “seminars and
workshops” as a dimension of lifelong learning
initiatives has been verbally described as “always”
with general weighted mean of 4.55. It is worth noting
in this finding that the indicator stating “I intentionally
look for seminars and workshops to upgrade and
update my teaching performance” have the highest
Jane Jasmin M. Galicia
weighted mean of 4.66 has been verbally described as
“always”, this imply that this group of teachers are
always committed to grow professionally through
attending of seminars and workshops. Similarly, this
is what Glickman et al. (2010) pointed out that
teachers must see professional development like
attending seminars as a motivation behind change and
development in teaching profession. Kimble et al.
(2016) stated that educators are crucial to educational
institution’s reform. For this reason, they should be
cultivated throughout their teaching career in order to
deliver change in classroom.
Table 9. Extent of Practice of Lifelong Learning
Initiatives with Respect to Continuing Professional
Education
Table 9 discloses the respondents’ extent of practice of
lifelong learning initiative with respect to continuing
professional education. The indicators “Taking masters
and/or doctorate degree leads us to higher teaching
performance” and “In my mind as teacher, continuing
education contributes to my work performance” both
with weighted mean of 4.64, “I believed in the idea
that “one who dares to teach should never ceases to
learn” and “I agree that Continuing Professional
Education (CPE) is vital and necessary to enhance and
maintain high professional, ethical and technical
standards in the practice of the professions” rated
equally with weighted mean of 4.60 with verbal
description of “always”.
Indicators “I assumed that the higher education I
received the higher is my student’s achievement in my
subject” and “I continued learning through CPE is the
key in building our capacity for effective teaching”
with weighted means of 4.50 and 4.46 respectively
were rated least with verbal description of
“always”.
Overall, the extent of practice on “continuing
professional education” as a dimension of lifelong
learning initiatives has been verbally described as
“always” with general weighted mean of 4.55. The
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standard deviation ranging from .67 to .81 shows
homogeneity of teachers’ extent of practice on
continuing professional education as dimension of
lifelong learning initiatives. As disclosed in the finding
that two indicators “Taking masters and/or doctorate
degree leads us to higher teaching performance” and
“In my mind as teacher, continuing education
contributes to my work performance” both received
the greatest weighted mean and remarkably practiced
by teacher’s respondents as dimension of lifelong
learning initiatives. The said finding supports the
general idea about Continuing Professional Education
as an initiative to advance in professional competence
and personal character, every professional must
assume personal commitment to earn masters and/or
doctorate degree.
Table 10. Extent of Practice of Lifelong Learning
Initiatives in Terms of Reflective Practice
Table 10 shows the respondents’ extent of practice of
lifelong learning initiative with respect to reflective
practice. The indicators “During personal learning
time, I look back in my previous performance and set
an action plan to improve it” with weighted mean of
4.56, “I agree that teacher needs to unlearn, learn, and
relearn to bring changes in his current practice” with
weighted mean of 4.54, “From the feedback I received
from others (e.g. principal, master teacher) I
intentionally modify and improve my instructional
knowledge and adopt to new strategies of teaching”
with weighted mean of 4.50, “I believe in the notion
that teacher’s reflective practice helps to scaffold their
mental models to bring about change in their
instruction” with weighted mean of 4.42, “I personally
initiate to identify, plan, and pursue programs and
learning activities that I believe will support my own
learning” with weighted mean of 4.40, “I strengthen
my professional practice by self-reflection to improve
my instructional knowledge” with weighted mean of
4.38 were verbally described as “always”.
While indicators “I make it a habit to reflect on my
own instructional practice and to make decisions that
Jane Jasmin M. Galicia
are relevant to my growth and learning” and “I see to
it that I accomplished and wrote my reflection in my
lesson plan” were equally rated least with weighted
mean of 4.36 with v erb al d escr ip t io n of
“always”.
Overall, the extent of practice on “reflective practice”
as a dimension of lifelong learning initiatives has been
rated as “always” with a general weighted mean of
4.55. As shown in the recent findings that the indicator
“During personal learning time, I look back in my
previous performance and set an action plan to
improve it” received the greatest weighted mean and
is always being practiced by teacher’s respondents as
dimension of lifelong learning initiatives. This finding
compliments Zepeda’s (2018) notion that being
reflective enable educators to enhance instructional
knowledge and develop new strategies based on
feedbacks.
Extent of Practice on Professional Development
Table 11. Extent of Practice on Professional
Development in Terms of Coaching and Mentoring
Table 11 reveals the respondents’ extent of practice on
professional development with respect to coaching and
mentoring. The indicators “Mentoring has been
affirmed as an opportunity for enhancing mentors’
professional development” with weighted mean of
4.46, “Mentoring/Coaching is important to teacher
interaction to facilitate the transfer of new skills
learned in professional development into classroom
practice” with weighted mean of 4.44, “Peer
mentoring promotes a mutual learning that influences
our performance” with weighted mean of 4.42,
“Mentoring provides an opportunity for mentors to
critically reflect on their impact on mentees and learn
to enhance their leadership and coaching skills while
encouraging them to grow personally and
professionally through self-discovery and self-
reflections” with weighted mean of 4.00, “I learn new
instructional practices by observing my colleagues”
with weighted mean of 4.38, “In peer mentoring, peer
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mentor/s assist/s me during the stressful days of our
career as teacher” with weighted mean of 4.28 were
verbally described as “always”.
While indicators “The peer mentoring program
motivates the mentors to advance their knowledge and
skills as they strive to become better teachers for their
mentees” and “The school principal/master teacher
serves as our mentor and model to refine our teaching
skill” were rated lowest with weighted means of 4.24
and 4.16 respectively both with verbal description of
“always”. Overall, the extent of practice on
“mentoring and coaching” as a dimension of
professional development program was verbally
described as “always” with general weighted mean of
4.35. The finding in this study supplements the
literature on mentoring and coaching. Mentoring is a
professional development chance that matches a
veteran educator with a new educator to help in
classroom management, pedagogy, and grading
procedures. Furthermore, mentoring is a general term
being used to elucidate different types of personal
support programs (Foster et al., 2013).
Table 12. Extent of Practice on Professional
Development with Respect to Classroom Visitation /
Observation
Table 12 displays the respondents’ extent of practice
on professional development program with respect to
classroom visitation and observation. The indicators
“The classroom visitation and observation of
immediate supervisor is a practice that directly
influences the teachers’ work” with weighted mean of
4.54, “I evaluate the effectiveness of my own teaching
in light of my supervisor feedback to me” with
weighted mean of 4.52 were verbally described as
“always”. ”. Classroom observation is either formal or
informal observation of teaching as it is happening in a
learning environment. Customarily conducted by
colleagues or instructional specialist, Classroom
observation were frequently utilized to give educators
with constructive feedbacks to enhance teaching and
Jane Jasmin M. Galicia
classroom management. Classroom observation may
be considered an official school-improvement strategy
considering that it was intended to enhance
instructional quality and teaching effectiveness.
While indicators “The pre-observation conference is
observed in our school before the observation to
review the lesson plan and to identify specific
behaviors to consider in the observation” and “In the
classroom visitation, teachers are receiving a non-
directive post-conference wherein the supervisor helps
clarify problems and acts as a sounding board for
suggestions of improvement” with weighted means of
4.38 and 4.36 respectively were rated least with verbal
description of “always”.
Overall, the extent of practice on “classroom visitation
and observation” as a dimension of professional
development program was verbally described as
“always” with general weighted mean of 4.45.
Table 13. Extent of Practice on Professional
Development in Terms of FGD / Collaboration
Table 13 shows the respondent’s extent of practice on
professional development program with respect to
focus-group discussion and collaboration. The
indicators “I agree that when teachers see themselves
in collaborative relationships, a strong bond is
formed, which allows teachers to consider themselves
as human capital to one another and to the school
district as a whole” with weighted mean of 4.66, “I
agree that allowing teachers to collaborate with one
another is the cornerstone of what makes professional
development effective” with weighted mean of 4.64,
“The school FGD sessions allowed us to collaborate
with one another to identify areas that needed
refinement within their content area” with weighted
mean of 4.60, “Having conversations through small
group discussions, teachers can forge new learning
and support and inspire one another in the process”
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and “Teachers learn best when the learning experience
is meaningful and they are able to socialize in an
environment that supports their learning” that are
rated equally with weighted mean of 4.56, “
FGD/Collaboration practices of teachers will help
them to become active participants in each other’s
learning” with weighted mean of 4.50 were verbally
described as “always”.
While indicators “Best practices are shared through
conversations with peer and FGD/Collaboration of
teachers” and “During our FGD session I can voice
out my concerns, opinions, and frustrations and seeks
help in finding solutions to issues within the
classroom” with weighted means of 4.44 and 4.40
respectively both with verbal description of “always”.
Overall, the extent of practice on “classroom visitation
and observation” as a dimension of professional
development program was verbally described as
“always” with general weighted mean of 4.55.
A similar variable of study on focus-group discussion
and collaboration was conducted by Lieberman (2009)
which examined the audio-tapes of planning meetings
and videotapes of lessons. Interviews were also
conducted among educators. Afterwards, the
researcher coded and analyzed transcripts to find out
how educators learn in a learning community. Results
of the qualitative study revealed the value of educator
cooperation through lesson study and how it could
influence mental models, knowledge, and skills.
Lesson study helped the educator participants in being
more open to inquiry. It also changed them by thinking
more critically and how they deliver expertise in their
specialization.
Table 14. Significant Relationship between Attitude
and Extent of Practice of Lifelong Learning Initiatives
Table 14 revealed the correlation analysis on the test
of significance between attitude and extent of practice
of lifelong learning initiatives using the level of
significance of 0.05. If any test resulting to a p-value
which is smaller than 0.05, then it will be concluded
Jane Jasmin M. Galicia
“significant” or the null hypothesis will be rejected
(Ho), or any test resulting to a p-value which is greater
than 0.05, then it will be concluded “not significant” or
the null hypothesis will be accepted (Ho).
Table 14 shows that it can be inferred that there is a
moderate positive relationship between the attitude and
extent of practice of lifelong learning initiatives as the
coefficient of correlation was computed to be 0.6319,
which is found be a significant relationship since the
computed p-value (0.000) is less than the 0.05 level of
significance.
Such finding would imply that the greater the attitude
on lifelong learning initiatives the greater their extent
of practice of respondents. This finding construed that
a teacher who sees seminars and workshop as lifelong
learning initiative will decisively look and attend
seminars and trainings to upgrade and update their
teaching performance. This group of teacher-
respondents recognizes the benefits of doing this
learning initiative such as: the new methods to update
and improve classroom examinations will be learned;
the use of visual aids and techniques for conducting
lectures and discussions in the classrooms and
expanding their teaching strategies. Hence devote their
time in these activities that will promote professional
growth. In contrary to Joyce and Calhoun (2018)
analysis that workshop is the least preferred kind of
teachers’ development programs because it is
customarily a one-day event and lack active learning,
this group of teacher-respondents regard seminar and
workshop constructively and vouch to continuously
embrace this type of learning opportunities.
The same is true with respect on continuing
professional education, the greater the attitude on
lifelong learning initiatives with respect to continuing
professional education the greater their extent of
practice of respondents. This indicates empirically,
that teachers who have greater and/or positive attitude
towards continuing professional education will never
remain stagnant in their education. This teacher-
respondents will always initiate to earn their master’s
degree or even doctorate degree. The general
observation supports this finding that continued
learning is the key to building educators' capacity for
effective teaching, particularly in a profession where
the demands are changing and expanding. Therefore
Continuing Professional Education is important in
enhancing professional, ethical, and technical
standards of profession. In particular for State·
Registered and Licensed Professionals as stated in
Senate House Bill 3081 authored by Senator Miriam
Santiago.
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Furthermore, Roberts et al. (2007) underlined that
“one who dares to teach should never ceases to learn”
for continuing higher education will improve the
instructional strategies of the teachers as well as their
behaviors associated with the mechanics of teaching.
Consequently, teachers who have greater attitude on
lifelong learning initiatives with respect to reflective
practice the greater their extent of practice of
respondents. This finding can be explained that
teachers who has the habit to reflect on their own
instructional practice will positively welcome
feedbacks from others (e.g. superiors and peers) to
reinforce their mental models and change their
instruction. The researcher believes from this finding
that ongoing self-reflection is a great opportunity that
could assist educators self-assess their development as
a professional. According to Zepeda (2018), reflective
practice is a valuable component and result of learning
initiative of teachers. It enable educators to show their
instructional practice and allow them to make
decisions related to their classrooms and learning.
Zepeda’s (2018) further elucidates that being reflective
enable educators to enhance instructional knowledge
and develop new strategies based on feedbacks.
Table 15. Significant Relationship between Attitude
and Extent of Practice of Professional Development
Table 15 revealed the correlation analysis on the test
of significance between attitude and extent of practice
of professional development using the level of
significance of 0.05. If any test resulting to a p-value
which is smaller than 0.05, then it will be concluded
“significant” or the null hypothesis will be rejected
(Ho), or any test resulting to a p-value which is greater
than 0.05, then it will be concluded “not significant” or
the null hypothesis will be accepted (Ho).
Table 15 shows that it can be inferred that there is a
moderate positive relationship between the attitude and
extent of practice on professional development as the
coefficient of correlation was computed to be 0.7095,
which is found be a significant relationship since the
computed p-vale (0.000) is less than the 0.05 level of
significance. Such finding would imply that the greater
the attitude on professional development the greater
their extent of practice of professional development.
Jane Jasmin M. Galicia
This finding substantiated the general observation that
teachers who accept coaching and positively receive
mentoring (from peers and superiors) as form of
professional development programs are more likely to
keep and continuously embrace those development
programs and serve as foundation of commitment for
professional growth. Hirsh (2011) suggests peer
mentoring and coaching must be included in teachers’
development program, it was discovered that utilizing
faculty in this context was exceptionally effective
(Weimer & Lenze, 2017). Over the past two decades,
several strategies have emerged that effectively utilize
and integrate faculty peers. The use of peer mentors
and the facilitation of learning communities are two of
the most common. Mentoring among faculty members
has emerged as a popular faculty development strategy
(Goodwin & Stevens, 2018) and refers to a one-on-one
relationship between a more seasoned or skilled
faculty member and one possessing less experience.
This often involves senior faculty assisting the growth
of junior faculty (Angelique, Kyle, & Taylor, 2002;
Boice & Turner, 1989; Luna & Cullen, 1995; Sands,
Parson, & Duane, 1991; Sullivan-Catlin & Lemel,
2011); With mentoring, educators work cooperatively
to coach one another on new strategies that are
commonly gained in professional development
programs (Joyce and Showers, 2016).
Consequently, greater attitude on professional
development with respect to classroom observation the
greater their extent of practice of professional
development. As general observation teachers
typically detest classroom observation; however, in
this group of teacher-respondents this generalization is
not sustained. In fact, finding supports the value and
importance the teachers laid on classroom visitation
and observation as an opportunity for them to improve
their teaching competence. The conclusions of
Salpeter (2018) underscore that a veteran mentor who
often visits educators in their classrooms could give
timely support required to transform knowledge into
practice.
Learning communities, also known as communities of
practice, faculty study groups, faculty inquiry groups,
and teaching circles (Sherer et al., 2013), are seen as
inexpensive ways to leverage “a teaching improvement
center’s resources, [make] innovative teaching visible,
and [provide] peer models to other faculty while
helping [to] promote an overall institutional culture
that actively supports teaching excellence” (Wilhite et
al., 2009, p. 182). As an overall best practice, the
literature suggests that group sizes should not exceed
15; however, fewer than that is ideal (Cox, 2000;
Mewborn et al., 2012; Wildman et al., 2016). As the
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table of relationship revealed that the greater the
attitude on professional development with respect to
focus-group discussion and collaboration the greater
their extent of practice of professional development.
Empirically, this means that if educators saw
themselves in collective relationships in the
organization will more likely to practice and embrace
focus-group discussion as opportunity for professional
growth.
The collaboration among teachers according to
Hawley and Valli (2019) is a kind of inquiry that help
educators in finding solutions to issues in classroom.
Collaboration and job-embedded learning enable
educators to become active participants in other’s
learning. Archibald, Coggshall, Croft, and Goe (2011)
mentioned that educators who are active participants in
their learning with fellow educators are more likely to
impress their teaching via analyzing student work,
conversations, peer observations, and partaking best
practices in classroom. Steyn (2015) confirmed that
the foundation for effective PD is the level of
educator’s collaboration. Through often conversations
in small group discussions, educators could established
new learning and support one another.
Conclusion
Based on empirical findings, following conclusions
were derived. (1)The majority of teacher respondents
were in the age bracket of 29 years old and below.
Most of them were married females. Consecutively,
mostly were teacher I and bachelor’s degree holder
and with 5 years and below teaching experience. (2)
The greater the teachers’ attitude on their lifelong
learning initiatives in three dimensions namely:
Workshops and Seminars Attended; Continuing
Professional Education; and Reflective Practice the
greater is their extent of practice in each
dimension. (3)Teacher who sees seminars and
workshop as lifelong learning initiative will decisively
look and attend seminars and trainings to upgrade and
update their teaching performance. (4)Teachers who
have greater and/or positive attitude towards
continuing professional education will never remain
stagnant in their level of education.(5)Teachers who
have the habit to reflect on their own instructional
practice will positively welcome feedbacks from
others (e.g. superiors and peers) to strengthen their
mental models and transform their instruction. (6)The
greater the teachers’ attitude on professional
development programs the greater their extent of
practice in three professional development programs
namely: Peer Mentoring and Coaching; Classroom
Jane Jasmin M. Galicia
Visitation and Observation; and Focus Group
discussion and Collaboration.(7)Teachers who accept
coaching and positively receive mentoring (from peers
and superiors) as form of professional development
programs are more likely to keep and continuously
embrace those development programs and serve as the
foundation of commitment for professional growth.
(8)Teachers who see themselves in collaborative
relationships in the organization will more likely to
practice and embrace focus-group discussion as
opportunity for professional growth.
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Affiliations and Corresponding Information
Jane Jasmin M. Galicia
Jomalig Central Elementary School
Department of Education - Philippines
581/581