TEACHERS’ WORK FULFILLMENT FOR SCHOOL ADEQUACY RELATIVE TO STUDENTS’ SCHOLASTIC EXECUTION

Abstract

Work fulfillment is a long journey toward a destination. While factors such as recognition, monetary rewards, social rewards, and praise awards may lead to work fulfillment toward school adequacy and better student performance, students’ scholastic execution is also evidence of teachers’ output and the product of academic instruction. This quantitative descriptive study investigated the 33 mathematics teachers’ work fulfillment for school adequacy relative to the 281 students’ scholastic execution of mathematics teachers in select public schools in Tago II District. To triangulate the students’ performance, the 1st and 2nd quarter general weighted averages were used as secondary data for the study. Using a standardized questionnaire, findings on work fulfillment revealed that most of the teachers were “moderately satisfied” based on their personal opinions and concerns in dealing with their day-to-day work-related challenges. Moreover, the scholastic performance of the students was described as ‘satisfactory’ based on the sought grading scale, with the grades ranging from 80-84 percent. Furthermore, the level of work fulfillment, responsibility, and professional advancement revealed themselves to be significantly related to the academic track of the students. The researcher suggests the utilization and conduct of an intervention plan entitled “Annual Training on Sustainability of Teachers’ Fulfillment for School Adequacy to Develop Students’ Scholastic Execution in Public Schools.” This plan aims to boost teachers’ fulfillment and foster academic endeavors in public schools.