PARTICIPATION IN CAREER DEVELOPMENT AS DETERMINANT OF SCHOOL OPERATIONAL EFFICIENCY AND INSTRUCTIONAL QUALITY IN ELEMENTARY SCHOOLS

This study aimed to examine the influence of participation in career development on school operational efficiency and instructional quality in elementary schools within Lupon West District, Davao Oriental. Utilizing a non-experimental quantitative research design with a descriptive-correlation approach, the study involved 175 public elementary school teachers selected through simple random sampling. Data were collected using modified and enhanced adapted survey questionnaires, which were pilot-tested to ensure high reliability and internal consistency. Findings reveal that the extent of participation in career development among teachers is generally rated as moderately extensive, with the application of new skills in the classroom being the most evident. In contrast, engagement in professional training and active participation in educational committees were the least evident. School operational efficiency is also rated as moderately extensive, particularly in administrative support responsiveness, while resource allocation effectiveness is the lowest. Instructional quality is generally rated as extensive, especially in clarity of instruction and feedback, while student engagement and participation are rated as moderately extensive. The analysis reveals a significant positive relationship between participation in career development and both school operational efficiency and instructional quality. Regression analysis further confirms that participation in career development significantly influences these two aspects, emphasizing the importance of continuous teacher growth and active engagement in school governance. Keywords: Career Development; School Operational Efficiency; Instructional Quality; Teacher Professional Growth; Educational Management