Professional Development And Work Commitment Among Teachers in Manolo Fortich, Bukidnon

Professional development and work commitment are crucial in shaping the effectiveness, satisfaction, and retention of teachers, particularly in public education. This study aimed to determine the level of professional development and work commitment among teachers in select districts of Manolo Fortich, Bukidnon, for the School Year 2024-2025. Specifically, it assessed teachers' professional development in terms of intellectual ability, self-development, and performance competence, evaluated their level of work commitment, and examined the significant relationship between the teacher’s professional development and work commitment. A descriptive-correlational research design was employed, with data gathered using a researcher-made, patterned and modified questionnaire. The respondents comprised 164 elementary school teachers from select districts of the division of Bukidnon. Data analysis involved descriptive statistics such as frequency percentage mean and SD to describe the variable in the study. Pearson Product Moment Correlation(r) and F-Test were also utilized. Findings revealed that teachers prioritized intellectual ability interpreted as very high based on their professional development, while self-development received the least emphasis. Regarding work commitment, affective commitment was the strongest work commitment factor interpreted as highly committed, whereas normative continuance was the lowest. A significant positive relationship was found between professional development and work commitment, particularly in performance competence and self-development. Significant differences in professional development and work commitment were noted based on training attendance and job position, while other demographic factors showed no significant influence. The study highlights the importance of continuous learning, structured self-development programs, and career advancement opportunities in enhancing teachers' commitment and professional growth. Schools are recommended to provide targeted training, mentorship, and career pathways to sustain teachers' engagement and dedication.