Lifelong Learning Tendencies as Predictors of Teachers’ Engagement in Continuing Professional Development: An Ordinal Regression Analysis

Abstract

Ensuring quality in higher education hinges on robust teacher professional development. A crucial aspect of this development is the cultivation of teachers’ disposition towards lifelong learning. Given the growing importance of lifelong learning on continuing professional development (CPD) of teachers, this SDG-driven research was conducted to determine whether lifelong learning tendencies (LLTs) are significant predictors of teachers’ engagement in CPD. Using the revised LLTs Scale of Diker-Coskun, the lifelong learning tendencies of 244 full-time faculty members from public and private higher education institutions (HEIs) in the Province of Camarines Sur were calculated. The computed LLTs were analyzed using logistic ordinal regression to see if they influence teacher engagement in various aspects of CPD. Subsequent data analysis revealed that faculty members exhibit remarkably strong lifelong learning tendencies along with motivation, persistence, self-learning regulation, and curiosity. In terms of CPD engagement, while a significant majority participate actively in continuing education and career-related training, their engagement with professional organizations appears lower. Further, the predictive influence of LLTs on CPD was found to be contingent upon specific aspects of professional development. Drawing on the insights gained from these findings, a lifelong learning framework specifically tailored to the needs and contexts of HEIs in the Province of Camarines Sur was made.