Structure Learning Capacity and Accommodative Presentation of Public Elementary School Teachers
Nasroddin Cabugatan, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/B1N2M3Q4W
Abstract
This study investigated the relationship between organizational learning capability and the adaptive performance of public elementary school teachers in Compostela East District, Davao de Oro, Philippines. Employing a quantitative, descriptive-correlational design, the research utilized standardized surveys to measure domains including systems perspective, openness and experimentation, knowledge transfer, and interpersonal adaptability. Descriptive findings revealed that teachers exhibited highly extensive levels of both organizational learning capability and adaptive performance. Notably, correlation analysis demonstrated a strong positive association between the two. Regression analysis further indicated that systems perspective, openness and experimentation, and knowledge transfer and integration were significant predictors, collectively accounting for 52.3% of the variance in adaptive performance. The results suggest that educational institutions that actively foster collaborative learning routines, embrace innovative practices, and facilitate structured knowledge exchange can significantly enhance teachers’ capacity to adapt creatively and decisively to dynamic instructional demands.
Keywords: adaptive performance, elementary teachers, organizational learning, public schools, school improvement
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]