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All Journal Journal of Sustainable Community Development (JSCD)
Eunice Mareth Querol Areola, Phd HSG
UST Angelicum College
Humanities Economics, Econometrics & Finance Environmental Science Social Sciences

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Institutional Lifelong Learning Initiatives and Their Impact on Teachers' Sustainable Professional Development: na Eunice Mareth Querol Areola, PhD HSG; Maria Urduja Galang
Journal of Sustainable Community Development (JSCD) Vol. 8 (2026): Journal of Sustainable Community Development
Publisher : Institut IPMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32924/jscd.v8i1.160

Abstract

This study argues that teachers’ positive attitudes toward lifelong learning and professional development are crucial predictors of their actual engagement in such initiatives. It investigated the relationship between these attitudes and teachers' participation in lifelong learning and professional development initiatives at a private elementary school in Quezon City. Using a descriptive-correlational research design, the study surveyed 42 teacher respondents through a researcher-designed Likert-scale questionnaire covering three dimensions of lifelong learning initiatives—workshops and seminars, continuing professional education, and reflective practice—and three dimensions of professional development programs—peer mentoring/coaching, classroom observation, and focus group discussions/collaboration. Results indicated that the majority of respondents were female, 29 years old or younger, held a bachelor’s degree, and had five years or less of teaching experience. Statistical analysis revealed a significant positive relationship between teachers’ attitudes and their extent of practice in both lifelong learning (r = 0.632, p < .001) and professional development (r = 0.701, p < .001). Teachers who valued seminars, workshops, continuing education, and reflective practices actively engaged in these activities, applied new strategies in the classroom, and sought opportunities for professional growth. Similarly, teachers with positive attitudes toward mentoring, coaching, classroom observation, and collaborative discussions demonstrated higher participation and commitment to professional development. These findings highlight the critical role of teachers’ attitudes in promoting engagement with lifelong learning and professional development programs, emphasizing the need for school administrators to foster supportive, collaborative, and reflective environments that enhance instructional competence and continuous professional growth.
Co-Authors Evylou H. Bonquin Fernando Trinidad Fernando Trinidad III Irvin Perono Irvin Recto Perono Jacob Michael d.L. Floresca Jhennie Caldito Villar Joan Camille Ilagan Joan Camille P Ilagan Josefina Cano, MD Maria Rita Pilar V. Ong Maria Urduja C. Galang Maria Urduja Galang Pearliza Domalaon Samuel PD Anantadjaya Wednesdee-Perpetual A. Acasio