Community Extension Programs and Professional Development of Public Elementary School Teachers
Warrin Magno, Josephine Baguio
Received: 10 July 2026; Revised: 22 August 2026; Accepted: 27 August 2026; Published: 31 August 2026
DOI: https://doi.org/10.66074/L8J2R5W3P
Abstract
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.
Keywords: community, extension, professional development, teachers
Author Information: Rizal Memorial Colleges, Inc., Davao City, Philippines; magnowarrin@gmail.com
Volume 2, Issue 3, September 2026