Structure Learning Capacity and Accommodative Presentation of Public Elementary School Teachers

This study investigated the relationship between organizational learning capability and the adaptive performance of public elementary school teachers in Compostela East District, Davao de Oro, Philippines.Employing a quantitative, descriptive-correlational design, the research utilized standardized surveys to measure domains including systems perspective, openness and experimentation, knowledge transfer, and interpersonal adaptability.Descriptive findings revealed that teachers exhibited highly extensive levels of both organizational learning capability and adaptive performance.Notably, correlation analysis demonstrated a strong positive association between the two.Regression analysis further indicated that systems perspective, openness and experimentation, and knowledge transfer and integration were significant predictors, collectively accounting for 52.3% of the variance in adaptive performance.The results suggest that educational institutions that actively foster collaborative learning routines, embrace innovative practices, and facilitate structured knowledge exchange can significantly enhance teachers' capacity to adapt creatively and decisively to dynamic instructional demands.