Structure Learning Capacity and Accommodative Presentation of Public Elementary School Teachers
Nasroddin Cabugatan | Josephine B. Baguio
Discipline: Education
Abstract:
This study investigated the relationship between
organizational learning capability and the adaptive
performance of public elementary school teachers in
Compostela East District, Davao de Oro, Philippines.
Employing a quantitative, descriptive-correlational
design, the research utilized standardized surveys to
measure domains including systems perspective, openness
and experimentation, knowledge transfer, and
interpersonal adaptability. Descriptive findings revealed
that teachers exhibited highly extensive levels of both
organizational learning capability and adaptive
performance. Notably, correlation analysis demonstrated
a strong positive association between the two. Regression
analysis further indicated that systems perspective,
openness and experimentation, and knowledge transfer
and integration were significant predictors, collectively
accounting for 52.3% of the variance in adaptive
performance. The results suggest that educational
institutions that actively foster collaborative learning
routines, embrace innovative practices, and facilitate
structured knowledge exchange can significantly enhance
teachers' capacity to adapt creatively and decisively to
dynamic instructional demands.
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ISSN 3116-3017 (Online)
ISSN 3116-3009 (Print)
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