― Paper Details ―

Abstract ―​

This study was conducted to determine the significant relationship between Teachers’ Learning and Development Engagement to Teaching Competencies in Public Elementary School Teachers in the Division of Sto. Tomas City SY 2023-2024. This descriptive correlational research employed statistical tools such Pearson product-moment correlation coefficient (r) test to analyze and interpret the data. The findings revealed a significant relationship between teachers' teaching competency and their engagement in Initial Teachers’ Education, Continuous Professional Development (CPD) Engagement, and Non-Formal and Informal Learning Engagement. It recommends that Teacher Education Institutions continuously employ ITE programs that will equip future teachers with the knowledge, ideas, principles, attitudes, values, skills, and practices necessary in the evolving education landscape. Additionally, teachers may continue participating in training and professional development to stay updated on the latest content and strategies and to innovate and explore new techniques to solve education problems and gaps. Future studies may explore other learning and development engagement activities to further enhance teachers' competency.

Keywords ―​

Continuous Professional Development, Initial Teachers' Education, Non-Formal and Informal Learning, Teaching Competency.

Cite this Publication ―​

Milanie P. Cruzado and Julie Fe D. Panoy (2024), Learning and Development Engagement in Improving the Teaching Competencies of Public Elementary School Teachers. Multidisciplinary International Journal of Research and Development (MIJRD), Volume: 03 Issue: 05, Pages: 196-207. https://www.mijrd.com/papers/v3/i5/MIJRDV3I50016.pdf