Promotion Criteria and Work Fulfillment of Public Elementary School Teachers

AUTHOR(S)

LENITA E. DALOG

ABSTRACT

—— The study aimed to determine the extent of promotion criteria and the extent of work fulfillment of public elementary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred ten (110) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the promotion criteria was extensive while the extent of work fulfillment of public elementary school teachers was also extensive. Moreover, the overall results disclosed that indicators for the promotion criteria were positively correlated to the work fulfillment of public elementary school teachers. Further, results from the regression analysis revealed the following have a strong influence of promotion criteria on the work fulfillment of public elementary school teachers: educational qualification, publication/authorship, and trainings/seminars. It is recommended that the Department of Education (DepEd) should align the Results-Based Performance Management System (RPMS) with teacher promotions, emphasizing student outcomes, innovation, and community involvement. Recognition programs for exemplary performance should be institutionalized to enhance motivation and job satisfaction. It is also recommended that school heads should establish mentorship programs, ensure fair teacher evaluations, and create a supportive environment that fosters innovation, research engagement, and work-life balance. Keywords — School heads instructional management, teachers’ capability