Teaching Efficacy and Work Performance of Public Elementary School Teachers Under the Alternative Work Arrangements

This study examined the impact of alternative work arrangements on teaching efficacy and work performance of 173 elementary school teachers in District II-A, Schools Division Office of Olongapo City. Using a descriptive-correlation method and survey via Google Forms, data were analyzed with frequency, percentage, mean, Likert scale, ANOVA, and Pearson r. Findings revealed that most teachers reported to school twice weekly and worked from home three times weekly. Teachers demonstrated efficiency in course design, technology use, interpersonal relationships, and learning assessment, with majority achieving outstanding performance under the alternative work setup. No significant difference was found in teaching efficacy across work arrangements, except in technology use, where reporting twice or four times weekly showed variation. Moreover, no correlation existed between alternative work arrangements, work performance, and teaching efficacy. Recommendations include optimizing reporting schedules, improving internet connectivity, and providing training to enhance teaching efficacy and performance.