ASSESSING THE IMPACT OF PUBLIC-SCHOOL TEACHERS’ SOCIOECONOMIC STATUS ON THEIR MANAGEMENT PRACTICES AND SUBSEQUENT WORK PRODUCTIVITY

Educational Management

The objective of this study was to examine the socio-economic status and management practices of Teachers in Arakan West district, North Cotabato, and their impact on work productivity for the 2023-2024 school year. This descriptive correlational study involved 100 teachers, 100 pupils and 11 school heads selected through randomized selection, self-structured questionnaire was used by the researcher. Analytical methods included mean calculations, Spearman Rho, and multiple regression analysis. Also, the results indicate that the majority of teachers were at entry-level positions with a salary grade of 11, primarily engaged in farming, held a bachelor's degree, attended division-level seminars and training, and resided in residential areas. Teachers demonstrated exceptionally high levels of management practices, showcasing profound proficiency and effectiveness in organization and instructional strategies. Alternatively, teachers' work productivity was consistently high, indicating sustained efficiency and positive outcomes in their teaching practices. However, the study found a significant negative relationship between socio-economic status and work productivity concerning position, salary grade, and educational attainment, suggesting that higher socio-economic status does not necessarily enhance productivity. Correspondingly, the correlation between management practices and work productivity was significant, highlighting the influence of management on productivity. This study concludes that a nuanced understanding of how socio-economic status and management practices impact teacher productivity requires considering various individual, organizational, and environmental factors. Therefore, it is recommended to enhance teacher productivity, suggesting that targeted interventions focused on management practices could further improve teaching outcomes. Educational policymakers should consider integrating advanced training in management practices and reviewing the socio-economic factors impacting teacher productivity to develop targeted support strategies that enhance educational outcomes.

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