Determinants of Teacher's Professional Learning Activities Among the Public Elementary Schools in Davao Del Norte Division

Teachers continually strive to improve the quality of teaching and learning through professional learning activities. However, teachers face challenges despite the importance of the activities due to a lack of resources. This study aimed to investigate the relationship between job resources, personal resources, and teachers' professional learning activities in public elementary schools within the Davao del Norte Division. Specifically, it aims to determine the levels of job resources, personal resources, and the indicators that predict teachers ' professional learning activities. A predictive correlational research design was employed. The study involved 177 teachers across 11 districts, selected from 26 public elementary schools, using a random non-proportional sampling technique based on the schools' and teachers' locations and accessibility. Researcher-made questionnaires, validated by three experts, were used to collect data on job resources, personal resources, and professional learning activities. The findings revealed that the levels of job resources, personal resources, and teachers' professional learning activities were exceptionally high. In contrast, performance feedback, organizational-based self-esteem, optimism, and teacher self-efficacy were significant predictors of teachers' professional learning activities. The study concludes that job and personal resources are vital in promoting teacher engagement in TPLAs. It is recommended that schools implement a structured capability training series focused on strengthening these predictors through coaching, wellness sessions, peer collaboration, and teacher-led learning.