TEACHER PROFESSIONALISM AS INFLUENCED BY SCHOOL POLICY IMPLEMENTATION OF DAVAO ORIENTAL

This study explored the influence of school policies implementation on teacher professionalism among 84 selected elementary teachers in the Division of Davao Oriental. Utilizing a descriptive-correlational research design, validated and pilot tested survey instruments were employed to measure three key domains of school policies implementation, clarity of policies, support for policy compliance, and impact on student engagement, and their relationship with teacher professionalism. Data analysis was conducted using weighted mean, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that both school policies implementation and teacher professionalism were rated at an extensive level. Moreover, a significant positive relationship was found between school policies implementation and teacher professionalism. Regression analysis further indicated that all three domains of school policies implementation significantly influence teacher professionalism, with an R² value of 0.6415, suggesting that 64.15% of the variance in teacher professionalism is explained by the predictors. These results align with theoretical frameworks such as Behaviorism, Social Cognitive Theory, Constructivism, and Adult Learning Theory, reinforcing the importance of clear, supportive, and student-focused policies. The study concludes that well-implemented school policies are vital in promoting and sustaining teacher professionalism and recommends policy enhancements, school leadership support, teacher engagement, and further research. Keywords: School Policies; Teacher Professionalism; Policy Implementation; Teacher Behavior; Educational Leadership; Professional Development.