Affective Commitment in Relation to Integration of Lifelong Learning Skills of Novice Elementary School Teachers in Banaybanay District, Davao Oriental

This study aimed to determine the relationship between the affective commitment and integration of lifelong learning skills of novice public elementary school teachers in Banaybanay District. This study employed the descriptive-correlational design, where one hundred fifty elementary school teachers were selected using a complete enumeration sampling design. In gathering the data, the researcher adapted a survey questionnaire for workplace practices and school effectiveness. The collected data underwent statistical tests such as mean, Pearson's r, and multiple linear regression. Findings showed that the extent of teachers' affective commitment is extensive, which means their affective commitment is often observed. The extent of teacher integration of lifelong learning skills is very extensive, which means that their integration of lifelong learning skills is always observed. A significant relationship existed between affective commitment and the integration of lifelong learning skills. The domains of affective commitment that influenced the integration of lifelong learning skills were whole-person care and humility. With this, the Department of Education should strategically allocate resources in response to the study's stated needs and priorities, including investments in teacher training, curriculum enhancement, instructional resources, and support services.