Intellectual Virtues and Leadership Learning Agility of Public Elementary School Teachers
Jhumyr Donato, Josephine Baguio
Received: 22 December 2025; Revised: 04 February 2026; Accepted: 12 February 2026; Published: 15 February 2026
DOI: https://doi.org/10.66074/U9I8O7P6L
Abstract
This quantitative descriptive-correlational study examined the relationship between intellectual virtues and leadership learning agility among public elementary school teachers in the Baganga South District of Davao Oriental. Using standardized questionnaires, the research measured intellectual virtues (attentiveness, open-mindedness, curiosity, and carefulness) alongside leadership learning agility domains, which included developing leadership, seeking feedback, and developing systematically. Results indicated that teachers exhibited highly extensive levels of both intellectual virtues and leadership learning agility. A strong positive correlation emerged between the two constructs, demonstrating that greater intellectual virtues are closely associated with enhanced leadership learning agility. Furthermore, all four intellectual virtues significantly predicted leadership learning agility, with carefulness serving as the strongest predictor. Ultimately, the findings suggest that intellectually grounded dispositions are deeply connected to a teacher’s ability to lead, utilize feedback, and achieve systematic professional growth, supporting the integration of intellectually oriented development within school-based professional learning programs.
Keywords: carefulness, intellectual virtues, learning agility, open-mindedness, teachers
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]