THE INFLUENCE OF PSYCHOLOGICAL EMPOWERMENT AND PROFESSIONAL DEVELOPMENT ON WORK ETHICS OF PUBLIC ELEMENTARY SCHOOL TEACHERS

Abstract

In recent years, concerns have arisen regarding the declining work ethics of teachers which are attributed to insufficient psychological empowerment and professional development opportunities. Addressing these issues is crucial for enhancing the overall effectiveness and dedication of educators. Using descriptive-regression research method, this study aimed to determine the significant influence of psychological empowerment and professional development on the work ethics of teachers among public elementary schools in Malita West District, Division of Davao Occidental. Survey questionnaires were used that were tested using Cronbach Alpha and content validity. Data were collected from 139 public elementary school teachers determined by using Slovin’s Formula and were analyzed using Mean, Pearson Product Moment Correlation, and Multiple Regression Analysis. Results from the quantitative analysis revealed that the level of psychological empowerment, professional development, and work ethics of teachers were very high. Also, psychological empowerment and professional development had positive significant relationship with the work ethics of teachers. Further, psychological empowerment and professional development significantly influenced the work ethics of teachers. Based on the findings, the Department of Education may enhance teachers' psychological empowerment through professional growth opportunities, decision-making autonomy, and recognition.