V3I10P35

Continuous Learning of Teachers: Influence on School Performance

Jeolita T. Alim^1*, Ma. Gloria E. Liquido, PhD²

Abstract

Teachers’ continuous learning is essential for improving learner outcomes, yet evidence on how its dimensions influence reading and mathematics performance remains limited. This study examined the influence of teachers’ continuous learning on school performance in Las Nieves District, Division of Agusan del Norte. It employed a quantitative descriptive-causal research design involving 120 teachers from 18 public elementary schools. Respondents completed a validated five-point questionnaire aligned with the Philippine Professional Standards for Teachers, covering pedagogical competence, professional engagement, personal and professional growth, and classroom management and learner support. Learner performance data came from the Philippine Informal Reading Inventory (Phil-IRI) in English and Filipino and the Rapid Mathematics Assessment (RMA). Weighted means and multiple regression analysis were used at the .05 significance level. Results showed that teachers’ continuous learning was rated Very High across all dimensions, with weighted means ranging from 4.30 to 4.86. However, learner performance remained a concern: 49.2% of English reading results were classified as Low, while 60.0% of mathematics results were Very Low. Continuous learning did not significantly influence English, Filipino, or mathematics performance (p = .127, p = .386, and p = .241, respectively), explaining only 6.0%, 3.5%, and 4.6% of the variance. However, personal and professional growth significantly predicted English performance (p = .018), although the overall regression model was not significant. These findings suggest that professional learning alone may not guarantee improved learner outcomes. Its effectiveness depends on addressing learning gaps and applying acquired knowledge in classroom practice. An enhancement program is proposed to strengthen teachers’ continuous learning and improve learner performance.

Keywords:

Continuous Learning; Learner Outcomes; School Performance, Teacher Competence; Teacher Professional Development