Descriptive-correlational research reveals a significant link between learning practices and professional ontogeny in teachers, suggesting robust development support.
Key Points
A significant positive correlation was found between informative expedient learning practices and professional ontogeny in teachers.
Correlation analysis indicated a strong relationship (r=0.60; p-value=0.000) between the two variables measured.
The study employed a descriptive-correlational research design involving 136 public elementary school teachers for data collection.
Recommendations emphasize the need for continued professional development programs and mentorship initiatives for teachers.