Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan

Authors

  • Rosenel Ladica PHINMA Cagayan de Oro College, Philippines
  • Ninfa C. Osias PHINMA Cagayan de Oro College, Philippines https://orcid.org/0009-0006-8626-0402

DOI:

https://doi.org/10.54536/ajahs.v3i3.3046

Keywords:

Work Ethics, Behavior, Attitude, Performance

Abstract

The work ethics of teachers significantly impact students, schools, and the broader community. This study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. Conducted in seven mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. Data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. Findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. A significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. The study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. It suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth.

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Published

2024-07-02

How to Cite

Ladica, R., & Osias, N. C. (2024). Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan. American Journal of Arts and Human Science, 3(3), 41–70. https://doi.org/10.54536/ajahs.v3i3.3046