Lifelong Learning Attitudes and Knowledge Sharing Behavior as Predictors of Classroom Interactional Competence

Education

Classroom interactional competence is crucial in ensuring effective teaching and meaningful student engagement. Thus, this study investigated the predictive influence of teachers’ lifelong learning attitudes and knowledge-sharing behaviors on classroom interactional competence. Using a descriptive-correlational design, the respondents were 200 public elementary school teachers in Tagum City, selected through stratified random sampling for the school year 2025–2026. Adapted questionnaires were used to gather data on lifelong learning attitudes, knowledge-sharing behaviors, and classroom interactional competence. Mean, Pearson product-moment correlation, and multiple regression analysis were employed for data analysis. The results revealed that the respondents agreed on the presence of lifelong learning attitudes, knowledge-sharing behaviors, and classroom interactional competence in their professional practices. Correlation analysis indicated a significant positive relationship among the three variables. Furthermore, regression analysis revealed that among the indicators of lifelong learning attitudes, belief in the benefits of professional learning and reduced reluctance to learn significantly predicted classroom interactional competence, whereas awareness of personal learning skills was not a significant predictor. In terms of knowledge-sharing behaviors, written contributions, organizational communications, and participation in communities of practice significantly predicted classroom interactional competence, while personal interactions did not show a significant predictive effect. It is recommended that educational institutions foster teachers’ lifelong learning attitudes and structured knowledge-sharing behaviors through professional development programs, reflective practice, and collaborative activities. Such initiatives can enhance classroom interactional competence by translating positive professional attitudes and shared knowledge into actionable teaching strategies that promote dynamic and engaging learning environments.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.