Self-recognition Learning in Relation to the Instructive Development of Teachers in Public Elementary Schools

This study aimed to determine the significant relationship between self-recognition learning and instructive development among teachers in public elementary schools in Malalag District, Division of Davao del Sur. A descriptive-correlational research design was employed, with a sample of 181 public elementary school teachers in Malalag District, Division of Davao del Sur. Data were gathered through standardized questionnaires administered via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that both self-recognition learning and instructive development were rated as very high. Correlation analysis revealed a significant positive relationship between these variables. Additionally, the study found that various domains of self-recognition learning, such as recognition and management of emotions, care for others, establishment of positive goals, responsible decision-making, and handling personal situations, significantly influenced teachers’ intellectual, self-recognition, social, ethical, and spiritual development. It is recommended that schools may implement programs that enhance both self-recognition learning and instructive development by integrating social-emotional learning (SEL), student mentorship programs, and reflective learning practices into the curriculum. Strengthening these aspects will support students' academic success, emotional well-being, and overall character formation.