Professional Reputation and Service Efficacy of Teachers in Public Elementary Schools

Abstract

This study explored the professional reputation and service efficacy of teachers in Manay District, Division of Davao Oriental, employing a non-experimental quantitative research design with a correlational method. The study utilized universal sampling, involving 135 public elementary school teachers. Data were collected through validated survey instruments and analyzed using descriptive statistics, Pearson r, and regression analysis. The findings revealed that the professional reputation of public elementary school teachers, measured in terms of obligation, truthfulness, admiration, sympathy, and communal responsibility, was often manifested. Meanwhile, their service efficacy, assessed through collaboration, decision-making, resource utilization, and communication, was sometimes evident. A significant relationship was found between professional reputation and service efficacy. Furthermore, specific domains of professional reputation were significant predictors of service efficacy. These results have important implications for educators and policymakers, particularly in designing professional development programs that enhance both professional reputation and service efficacy. It is recommended that public-school teachers participate in conferences and training offered by the Department of Education (DepEd) to foster professional growth and improve their teaching practices. Limitations of the study include its reliance on self-reported data and the focus on a single district, which may affect the generalizability of the findings. Future research could explore similar relationships in other contexts or investigate additional factors influencing service efficacy.