Informal Learning Work Context and Professional Identity of Senior High School Teachers in Davao Del Norte Division

Beyond the structured workshops and formal training sessions lies a powerful, often overlooked, realm of professional growth: the daily, informal learning that happens in the hallways, faculty rooms, and classrooms of our schools. This study delves into this organic learning ecosystem, investigating the vital relationship between the informal learning work context and the professional identity of senior high school teachers in the Davao del Norte Division. We sought to understand not just the prevalence of these informal exchanges but their profound connection to how teachers view themselves and their role in the profession. Through a descriptive-correlational survey of 115 public senior high school teachers, selected to represent a diverse cross-section of experiences, the data painted a clear picture. Results revealed that teachers operate within an extensive informal learning work context and, in parallel, exhibit an extensive, well-developed professional identity. Crucially, statistical analysis confirmed a significant positive relationship between these two variables. Every domain of informal learning—from spontaneous conversations with colleagues to self-directed experimentation with new teaching methods—was found to be intrinsically linked to the strengthening of a teacher's sense of purpose, competence, and belonging. This led to the definitive rejection of the null hypothesis. These findings culminate in a compelling recommendation: for school heads and DepEd officials to move beyond merely acknowledging informal learning and to instead actively cultivate and optimize these natural learning environments. By intentionally designing schools as collaborative ecosystems, we can powerfully intensify the professional identity of every teacher, which is the very foundation of educational excellence.