QUALITY WORK LIFE AND TEACHERS’ DEDICATION OF PUBLIC ELEMENTARY SCHOOLS

Abstract

The study aimed to determine the extent of quality work life and the level of teachers’ dedication of public elementary schools. 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 twenty (120) public elementary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the quality of work life was extensive while the extent of teachers’ dedication of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the quality of work life were positively correlated to the teachers’ dedication of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of quality work life on the teachers’ dedication of public elementary schools: job characteristics, compensation, and working conditions. It is recommended that the Department of Education should allocate sufficient funds to guarantee that schools have access to the infrastructure, technology, and teaching materials required to support efficient teaching and learning. For teachers to manage stress and maintain a healthy work-life balance, it also offers support services like counselling, mental health support, and wellness programs. KEYWORDS: Quality work life, teachers’ dedication