ENHANCING TEACHER PRODUCTIVITY THROUGH SCHOOL SUPPORTS

This study investigates the extent of instruction-related support provided to teachers in selected schools in Trinidad, Bohol, during the School Year 2022-2023, with the aim of informing a strategic plan to enhance teacher productivity. The research explores various demographic and professional factors among teachers and administrators, including age, gender, educational attainment, years of service, performance, and participation in relevant leadership training and seminars. Additionally, it examines the perceived level of support received by teachers in areas such as administrative assistance, peer collaboration, the learning environment, professional development opportunities, productivity recognition, and rewards. The findings reveal a significant gender imbalance, with female teachers and administrators predominantly outnumbering their male counterparts. Performance evaluations indicate consistent "Very Satisfactory" ratings across the board, although teachers report lower levels of productivity recognition compared to administrators. Both groups perceive the learning environment and professional development opportunities positively, although teachers express only moderate satisfaction with school culture. A key finding is the significant relationship between the extent of instruction-related support and teacher performance, underscoring the importance of targeted support mechanisms in enhancing educational outcomes. Based on these insights, the study recommends actions to address gender diversity, improve equity in productivity recognition, and strengthen institutional support and school culture. These recommendations aim to foster a more inclusive, supportive, and effective educational environment that enhances teacher satisfaction and productivity, ultimately benefiting both educators and students.