Community Extension Programs and Professional Development of Public Elementary School Teachers

Vollständiger Abstract

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This study examined the association between community extension programs and professional development among public elementary school teachers in Manay South District, Davao Oriental, Philippines. A descriptive-correlational design involved 134 teachers selected through convenience sampling. Data were obtained through a validated survey that assessed health and environment, literacy, and livelihood initiatives, together with planning, executing, and evaluating dimensions of professional development. Community extension programs were rated high overall (M = 3.51, SD = 0.75), while professional development was also high (M = 3.71, SD = 0.63). The variables showed a strong positive correlation (r = 0.78, p < .001). Multiple regression indicated that health and environment, literacy, and livelihood initiatives were significant predictors of professional development, with livelihood initiatives reporting the largest standardized coefficient (beta = 0.23). The model explained 61% of the variance in professional development (R2 = 0.61, F = 87.92, p < .001). These findings support structured community engagement as a context-responsive avenue for teacher learning.