Work Performance, Leadership, Service Motivation and Professionalism among Public Elementary School Teachers

This study aimed to examine the significant influence of individual work performance, leadership, and public service motivation on professionalism among teachers in public elementary schools. Specifically, it sought to assess the levels of individual work performance, leadership, public service motivation, and professionalism, as well as to determine the relationships among these variables and examine their overall impact on professionalism. A quantitative research approach, specifically a descriptive-correlational research design, was employed. Data were collected from a universal sample of 139 teachers in Davao Oriental through standardized questionnaires. The questionnaire was validated by experts, and pilot testing yielded Cronbach’s Alpha values of .902 for individual work performance, .911 for public leadership, .932 for public service motivation, and .908 for professionalism, demonstrating strong reliability. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that individual work performance, public leadership, public service motivation, and professionalism were rated highly. Moreover, a significant relationship was found between individual work performance, public leadership, public service motivation, and professionalism among teachers. Additionally, individual work performance, public leadership, and public service motivation were shown to significantly influence professionalism. Based on these findings, it is recommended that school administrators implement programs to further enhance individual work performance, public leadership, and public service motivation among teachers, ensuring the sustainability of their high professionalism. Furthermore, professional development initiatives focused on leadership accountability, ethical governance, and service-driven motivation should be introduced to reinforce teachers' roles in maintaining peace and order within the school community. Collaboration with mediation experts and policymakers may also be encouraged to provide additional training and resources, strengthening teachers' effectiveness in conflict resolution and professional conduct.