Self-Directed Learning Practices among UBSHS Teachers: An Exploratory Study

Abstract

This research paper delves into the dynamic realm of Self-Directed Learning (SDL) among educators, exploring the multifaceted dimensions and implications of teachers taking charge of their own professional development. With a focus on autonomy and continuous growth, this study navigates the intricate landscape of SDL within the context of teaching, shedding light on the empowering journey of educators who proactively shape their learning trajectories. A set of survey questionnaire with a 4 point Likert Scale was administered to the 26 faculty members of the University of Baguio Science High School for the School Year 2023-2024. Separate interview with the respondents was conducted to further validate their answers. The data gathered from the participants’ interview was subjected to thematic analysis to identify common themes, patterns, and categories from the interview transcripts. Results revealed that that for Self-Directed Learning Practices and Strategies, teachers reported using a variety of self-directed learning practices, such as peer collaboration and online resources, with a significant emphasis on continuous improvement and adaptability in their teaching methods. Key motivators included personal interest in professional growth, the desire for improved student outcomes, and institutional support highlighting intrinsic motivation as a primary driver. Teachers faced challenges such as time constraints, lack of access to resources, and insufficient administrative support, citing time management as the most significant barrier. Self-directed learning positively impacted teachers’ professional development, leading to enhanced instructional practices, increased confidence, and a greater commitment to lifelong learning, with noticeable improvements in their teaching efficacy. The findings underscore the importance of fostering a supportive environment for self-directed learning to overcome challenges and maximize its benefits for teachers’ professional growth. This study highlights the pivotal role of self-directed learning in promoting lifelong learning and enhancing educational practices.