Workplace Professionalism and Service Efficacy of Public Elementary School Teachers

Abstract

This study aimed to examine the significant relationship between workplace professionalism and service efficacy among teachers. Using a descriptive-correlational research design, a total of 152 teachers from various public elementary schools in Manay South District, Division of Davao Oriental, were surveyed using standardized questionnaires. Data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that teachers demonstrated a high level of workplace professionalism (M = 3.92) and service efficacy (M = 4.08). Correlation analysis indicated a moderate and significant positive relationship between workplace professionalism and service efficacy (p-value = 0.000), suggesting that teachers who exhibit higher levels of professionalism also tend to be more effective in their service delivery. Further analysis showed that among the domains of workplace professionalism, commitment to excellence and respect for others were found to influence service efficacy significantly. On the other hand, honesty and integrity, compassion, and professional responsibility did not show a statistically significant influence. Based on these findings, it is recommended that school administrators continue promoting professionalism among teachers by fostering a culture of respect and excellence. Providing professional development opportunities that enhance teachers' competencies in these areas may further improve their service efficacy, leading to better outcomes for students. Additionally, schools may prioritize strengthening interpersonal dynamics, ethical principles, and a strong sense of professional responsibility to support a positive and effective learning environment.