Authors :
Omar, Jr. L. Daraman
Volume/Issue :
Volume 10 - 2025, Issue 8 - August
Google Scholar :
https://tinyurl.com/mrx32h24
Scribd :
https://tinyurl.com/yjux79se
DOI :
https://doi.org/10.38124/ijisrt/25aug1170
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Note : Google Scholar may take 30 to 40 days to display the article.
Abstract :
Beyond the structured workshops and formal training sessions lies a powerful, often overlooked, realm of professional
growth: the daily, informal learning that happens in the hallways, faculty rooms, and classrooms of our schools. This study
delves into this organic learning ecosystem, investigating the vital relationship between the informal learning work context and
the professional identity of senior high school teachers in the Davao del Norte Division.
We sought to understand not just the prevalence of these informal exchanges but their profound connection to how teachers
view themselves and their role in the profession. Through a descriptive-correlational survey of 115 public senior high school
teachers, selected to represent a diverse cross-section of experiences, the data painted a clear picture. Results revealed that
teachers operate within an extensive informal learning work context and, in parallel, exhibit an extensive, well-developed
professional identity.
Crucially, statistical analysis confirmed a significant positive relationship between these two variables. Every domain of
informal learning—from spontaneous conversations with colleagues to self-directed experimentation with new teaching
methods—was found to be intrinsically linked to the strengthening of a teacher's sense of purpose, competence, and belonging.
This led to the definitive rejection of the null hypothesis.
These findings culminate in a compelling recommendation: for school heads and DepEd officials to move beyond merely
acknowledging informal learning and to instead actively cultivate and optimize these natural learning environments. By
intentionally designing schools as collaborative ecosystems, we can powerfully intensify the professional identity of every teacher,
which is the very foundation of educational excellence.
Keywords :
Informal Learning Work Context, Professional Identity, Teacher Collaboration, Descriptive Correlation, Davao Del Norte Division, Philippines.
References :
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.
- Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
- Department of Education (DepEd). (2022). Policies on professional development for teachers. Philippines: DepEd Press.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Beyond the structured workshops and formal training sessions lies a powerful, often overlooked, realm of professional
growth: the daily, informal learning that happens in the hallways, faculty rooms, and classrooms of our schools. This study
delves into this organic learning ecosystem, investigating the vital relationship between the informal learning work context and
the professional identity of senior high school teachers in the Davao del Norte Division.
We sought to understand not just the prevalence of these informal exchanges but their profound connection to how teachers
view themselves and their role in the profession. Through a descriptive-correlational survey of 115 public senior high school
teachers, selected to represent a diverse cross-section of experiences, the data painted a clear picture. Results revealed that
teachers operate within an extensive informal learning work context and, in parallel, exhibit an extensive, well-developed
professional identity.
Crucially, statistical analysis confirmed a significant positive relationship between these two variables. Every domain of
informal learning—from spontaneous conversations with colleagues to self-directed experimentation with new teaching
methods—was found to be intrinsically linked to the strengthening of a teacher's sense of purpose, competence, and belonging.
This led to the definitive rejection of the null hypothesis.
These findings culminate in a compelling recommendation: for school heads and DepEd officials to move beyond merely
acknowledging informal learning and to instead actively cultivate and optimize these natural learning environments. By
intentionally designing schools as collaborative ecosystems, we can powerfully intensify the professional identity of every teacher,
which is the very foundation of educational excellence.
Keywords :
Informal Learning Work Context, Professional Identity, Teacher Collaboration, Descriptive Correlation, Davao Del Norte Division, Philippines.
