V3I10P32

Learning Advancement and Ethical Practices of Teachers: Basis for a Proposed Support Program

Jennifer D. Jorda^1*, Ma. Gloria E. Liquido, PhD²

Abstract

Although professional learning and ethical practice are both essential to effective teaching, researchers often examine these dimensions separately, leaving limited context-specific evidence on how they relate in actual basic education settings. This study determined the learning advancement and professional practices of elementary teachers the development of a responsive support program. The study employed a descriptive-correlational research design among 94 public elementary teachers from ten schools in Bayugan South District, Division of Bayugan City, Agusan del Sur, selected through proportionate stratified random sampling. The researchers gathered data using a researcher-made, validated questionnaire and analyzed it using weighted mean, standard deviation, and Spearman’s rank-order correlation coefficient. Results showed that teachers demonstrated very high levels of learning advancement in terms of engagement in continuing education, use of reflective practices, and application of pedagogical innovations. They also showed very high levels of professional ethics, including commitment to ethical practices, fostering student well-being and engagement, and engaging stakeholders in student development. Inferential analysis revealed significant positive relationships between all dimensions of learning advancement and professional ethics, with the strongest association observed between reflective practices and fostering student well-being and engagement. The findings underscore the value of connecting continuing professional learning with reflective, ethical, learner-responsive, and collaborative practice. It is recommended that the proposed Project LEAP-ETHICS: Learning Enhancement and Advancement Program for Ethical Teaching through Holistic Innovation, Collaboration, and Support be considered for pilot implementation as a support program to sustain existing strengths and further enhance priority areas in teachers’ professional learning and ethical practice, subject to appropriate monitoring and evaluation.

Keywords:

Elementary Teachers, Learning Advancement, Professional Ethics, Reflective Practices, Support Program