Gilbert J. Ballenas^1,, Yasir P. Tidong¹, Rubylen D. Granaderos¹, Jessiel V. Tagadiad¹

This study examined the relationships between research culture, organizational learning, and the professional development of teachers at Dologon National High School. This study aimed to resolve the following questions: 1) Determine the level of professional development of the secondary teachers in terms of trainings and seminars, self-efficacy, and advanced degree; 2) Determine the level of research culture of the secondary teachers in terms of infrastructure, capability, funding, collaboration, and interest; and 3) Ascertain the level of organizational learning of the secondary teachers in terms of managerial commitment and empowerment, experimentation, and professional development opportunities. 4) evaluate the relationship between overall professional development and organizational learning and research culture of secondary teachers; and 5) identify the variable, singly or in combination, that best predicts overall professional development of secondary teachers. During the 2022–23 school year, the investigation was conducted with 70 secondary teachers. The instrument measured teachers' perceptions of organizational learning, research culture, and professional development based on their responses to a Likert scale.The findings revealed that teachers' perceptions of professional development and the organizational learning they received from their institutions were both extremely high. However, in terms of research culture, teachers were uncertain as to whether they had the skills and motivation to conduct action research studies at the classroom level. In addition, there was no correlation between professional development and the independent variable research culture. Despite this, a significant relationship existed between organizational learning and professional development. Lastly, professional development is predicted by five sub-variables of organizational learning: managerial commitment and empowerment, experimentation, risk-taking, openness and interaction with the external environment, and knowledge transfer and integration. This research concludes that organizational learning is necessary for the sustained professional development of teachers. According to this definition, "perceived organizational learning" refers to "an employee's perception that the organization values his or her contributions and cares about his or her welfare."

Organizational Learning, Research Culture, Professional Development, action research