Ethical Climate and Quality of Work Life of Teachers in Public Elementary Schools

Abstract

This study aimed to investigate the significant relationship between the ethical climate and the quality of work life among teachers. Utilizing a descriptive-correlational research design, the study involved a sample of 300 public school teachers in Tarragona District, Division of Davao Oriental. Data were collected through the administration of standardized questionnaires via face-to-face surveys. The collected data were subjected to statistical analyses, including mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The findings revealed that both the ethical climate and the quality of work life were perceived to be at high levels. Moreover, correlation analysis indicated a significant positive association between these two variables. Further analysis demonstrated that various dimensions of the ethical climate significantly influenced the teachers’ quality of work life. In light of these findings, it is recommended that school administrators implement and reinforce initiatives aimed at cultivating an ethical work environment. Promoting professional development programs grounded in ethical principles and fostering a supportive, equitable workplace culture may contribute to sustaining a high quality of work life among teachers, thereby enhancing their job satisfaction and overall performance.