PROFESSIONAL DEVELOPMENT TOWARDS TEACHERS’ ORGANIZATIONAL BEHAVIOR AND MOTIVATION IN THE SPECIAL GEOGRAPHIC AREA OF MBHTE-BARMM

Educational Management

The study was conducted to evaluate the association between teachers’ professional development, motivation, and organizational behavior. The descriptive-correlational and phenomenological research were employed. A survey questionnaire and interview guide questions were administered to the selected public elementary schools in the Schools Division Office of Special Geographic Area of MBHTE-BARMM during the school year 2022-2023. The SDO-SGA has ten (10) clusters/district, 85 elementary schools with 1069 teachers. Results revealed that the teachers are developed in terms of the attended professional development activities. They were also able to always behaved well in their organization in terms of altruism, organizational compliance, sportsmanship and loyalty. Further, teachers were well motivated intrinsically; motivated on identified regulation, interjected regulation, and external. On the other hand, teachers’ professional development has positive association with teachers’ organizational behavior and motivation. In addition, teachers’ professional development significantly influences teachers’ organizational commitment on altruism, organizational compliance, sportsmanship and loyalty. Moreover, teachers’ professional development significantly influences teachers’ motivation on intrinsic motivation, identified regulation, interjected regulation, and amotivation.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.