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American Journal of  
Arts and Human Science (AJAHS)

Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional 
Development Plan

Rosenel Ladica1*, Ninfa C. Osias1

Volume 3 Issue 3, Year 2024
ISSN: 2832-451X (Online) 

DOI: https://doi.org/10.54536/ajahs.v3i3.3046
https://journals.e-palli.com/home/index.php/ajahs

Article Information ABSTRACT

Received: May 25, 2024
Accepted: June 29, 2024
Published: July 02, 2024

The work ethics of  teachers significantly impact students, schools, and the broader 
community. This study examines the relationship between teachers’ work ethics and their 
professional lives, focusing on behavior, attitude, and performance. Conducted in seven 
mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the 
respondents’ profiles, identify their work ethics, and evaluate these in terms of  attitude, 
behavior, and performance using the Individual Performance Commitment and Review 
Form (IPCRF). The study employed a descriptive-correlational research method with 300 
respondents using adapted, modified, and researcher-made questionnaires. Data analysis 
used inferential statistics to explore the relationship between teachers’ work ethics and 
their professional attributes. Findings indicate that teachers with strong work ethics display 
more positive behavior and attitudes towards their profession, colleagues, and students. 
A significant relationship was found between work ethics—such as responsibility to the 
profession, professional competence, responsibility to students, school community, and 
ethical use of  technology—and teachers’ behavior and attitude. The study concludes that 
work ethics influence teachers’ professional development, classroom management, and 
ethical behavior. It suggests that teachers should adopt a professional development plan that 
emphasizes work ethics to enhance their professional growth.

Keywords
Work Ethics, Behavior, 
Attitude, And Performance

1 PHINMA Cagayan de Oro College, Philippines
* Corresponding author’s email: rosenel.ladica@deped.gov.ph

INTRODUCTION
The ethical standards upheld by teachers play a pivotal role 
in shaping the education landscape, influencing students, 
educational institutions, and the wider society. Delving 
into this realm is essential for guaranteeing the provision 
of  top-notch education and fostering the growth and 
welfare of  educators. The conduct and effectiveness of  
teachers carry substantial weight in shaping a school’s 
standing. Institutions known for exemplary teaching 
practices and nurturing teacher-student bonds tend to 
draw greater interest from both students and parents.
Poor communication between teachers, administrators, 
and other stakeholders can lead to misunderstandings, 
frustration, and unclear expectations. High levels of  stress 
and burnout can also impact a teacher’s well-being and, 
consequently, their behavior and attitude. Overworked 
teachers may struggle to maintain a positive and engaging 
presence in the classroom. Teachers’ behavior, attitude, 
and performance are central to molding the educational 
atmosphere within classrooms and schools.
The Republic Act 7836, known as the Code of  Ethics 
for Professional Teachers in Article III, stated that every 
teacher deserves to earn fair social recognition, and to 
achieve this, they must uphold honor and dignity at 
all times, refraining from activities such as gambling, 
smoking, drunkenness, and any other forms of  excess, let 
alone engaging in illicit relationships. According to Article 
V, Section 1, of  the Teachers and the Profession, teachers 
must consistently embody professional loyalty, mutual 

trust, and confidence, as well as exhibit self-sacrifice for 
the greater good, and actively collaborate with colleagues. 
In any dispute where the best interests of  students, the 
school, or the profession are at risk, teachers should stand 
in solidarity with each other. Furthermore, as outlined in 
Section 5, every teacher must address any unprofessional 
or unethical behavior exhibited by a colleague, but only 
if  there is undeniable evidence supporting such claims.
Furthermore, The Article VIII, titled “Teacher and the 
Learner,” explores the rights and responsibilities of  
educators towards their students. The teacher’s code of  
ethics serves as a safeguard for the rights of  all students, 
emphasizing the need for teachers to adhere to its principles 
upon assuming a teaching role. Educators must treat all 
students equitably and avoid exploiting their authority in 
any manner. Teachers are prohibited from imposing their 
personal beliefs on students, recognizing that students are 
a captive audience. Maintaining a professional demeanor 
with all students is expected, preventing relationships 
from becoming overly informal or intimate. Instances 
of  abuse within the school underscore the necessity for 
teachers to prioritize the safety of  their students and not 
delegate this responsibility to others. Above all, teachers 
must refrain from abusing the power inherent in their 
position over students. They should think through the 
implications of  what happens.
In Article IX, the teacher and the parents establish and 
maintain cordial relations with parents, In Article XI, titled 
“The Teacher as a Person,” it is outlined that teachers 



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should keep parents informed about their children’s 
progress, actively engage them for effective guidance, 
and attentively listen to any concerns or complaints with 
empathy and comprehension. Furthermore, teachers are 
expected to uphold a dignified demeanor, whether within 
the school environment, at home, or elsewhere, setting a 
commendable example for students, colleagues, and the 
wider community to follow.
Work ethics was somewhat observed from the moment 
a teacher walked into the school to when he left. He 
was professionally identified as a person with dignity 
and pride. Dressed in clean, pressed clothes and the 
moment he arrived in school, he was very much ready to 
start working with the learners. This study emphasized 
the need for teachers to be consistent in their physical, 
emotional and mental attributes that make them real role 
models to the community. It was observed that once 
an employee understands his job, he is prepared to do 
it. For instance, Rawwas et al. (2018) identified work 
ethics as a vital personal attribute that speaks volumes 
about employees’ recognition even in the absence of  
organizational control. In light of  this context, numerous 
scholars have contended that work ethics might not 
remain constant but can instead be perceived as dynamic.
Conducting this study on the work ethics of  teachers’ 
behavior, attitude, and performance is justified by 
its potential to enhance the educational experience, 
professional standards, and contribute to the continuous 
improvement of  the education system. Cognitive work 
engagement in teachers refers to their deep intellectual 
commitment to their roles, demonstrating their 
enthusiasm, dedication, and commitment to creating 
meaningful learning experiences (Van Wingerden,2019). 
This aspect of  work engagement refers to teachers actively 
participating in curriculum development, instructional 
design, and ongoing professional development. It is 
essential that teachers uphold ethical standards to maintain 
public trust in the educational system. By understanding 
and improving their work ethics, they directly contributed 
to enhancing the quality of  education and positive impact. 
This study helps identify any ethical concerns that need 
attention and resolution because teachers play a central 
role in shaping the educational experiences and outcomes 
of  students.

LITERATURE REVIEW
Work Ethics
The literature addresses the work ethics of  teachers as 
independent variables of  this study to examine and 
identify the Republic Act 7836, known as the Code of  
Ethics for Teachers, which includes the responsibility to 
the professional, professional competence, responsibility 
to the students, school community and ethical use of  
technology. Employees with a work ethics that was 
stronger than their coworkers are usually more productive. 
Furthermore, Sunanda (2018) emphasized that ethics 
refers to the principles that define behavior as true, good 
and proper. Such principles do not always determine a 

single moral action but provide a means of  evaluating 
and deciding among competing options. Values involve 
ethics when they relate to beliefs about what is right 
and wrong. Ethics is one of  the most critical problems 
in organizations and, especially, in the management of  
human resources. This concept may not necessarily be 
in contradiction with the philosophy of  work as a part 
of  human nature and a means for self-perfection because 
the purpose of  rational power is to change matter into 
goods that have objective value (Cholbi, 2022).
The Code of  Ethics for Professional Teachers, in 
Article XI, The Teacher as a Person, Section 2 reflects 
teachers’ level of  work ethics, and emphasizes the need 
for teachers to be consistent in their physical, emotional 
and mental attributes that make them real role models to 
the community. A teacher should prioritize self-discipline 
as the fundamental principle of  personal conduct in all 
interactions and circumstances.

Responsibility to the Students
The work ethics of  teachers are important factors in 
successful teaching, which has a knock-on impact on 
students’ learning. When teachers are psychologically 
empowered, they exhibit a favorable outlook towards their 
profession. Thus, the findings of  the related study showed 
that when teachers feel psychologically empowered, they 
become loyal and committed to their organization and 
ready to put their best efforts into the betterment of  
their organization (Abbas, 2021). Moreover, a high level 
of  work ethics can contribute positively to the quality of  
education and the overall experience for students.
In addition, the Republic Act 7836, The Teacher and the 
Learner in Article VIII, discusses the rights and duties of  
a teacher to the learners. The code of  ethics for teachers 
is crafted to safeguard the rights of  every student. 
Teachers must grasp that upon assuming a teaching role, 
they are committing to adhere to this code of  ethics. 
Teachers are expected to be fair to all. The Code of  
Ethics for Professional Teachers promotes the idea that 
all school personnel, including teachers, should prioritize 
their personal and professional advancement. Hence, 
the Philippine Constitution significantly emphasizes 
enhancing teachers’ competency through professional 
development activities.

Responsibility to the Professional
Professional ethics are ethical principles that a person or a 
group of  people in a particular environment must follow. 
These are the guiding principles that individuals within a 
particular profession are expected to adhere to. It involves 
a commitment to ethical conduct, continuous learning, 
collaboration with peers, adherence to professional 
standards, and the promotion of  the profession’s interests 
for the benefit of  both professionals and the broader 
community. Professional ethics is different for different 
professions depending on the weight of  responsibility 
that accompanies it. Good ethics can help gain the 
confidence of  superiors while also promoting integrity, 



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which means continuing to do the right things even when 
they are not watched. Even though the importance of  
ethics in professional life can be demonstrated by several 
instances of  the failure of  businesses, it is better to show 
it through the lens of  positivity (Bordia, 2022).

Professional Competence
Each organization possesses an ethical code that directs its 
decision-making and operations, aiming for effectiveness, 
productivity, and the preservation of  its reputation. 
By embodying professional competence, teachers not 
only fulfill their ethical responsibility to provide quality 
education but also contribute to the overall success 
and well-being of  their students and the educational 
community. Employees who are ethically positive, 
honest, hardworking, and motivating are preferred. A 
company’s behavioral policies can enhance its reputation 
and guarantee its success. As a result, it was for an 
organization to delineate acceptable and unacceptable 
conduct for its employees to establish proper workplace 
ethics and behavior. When hiring new employees, this 
should be established and maintained throughout the 
process (Leonard, 2019).

Responsibility to Students
Teachers have a lot of  power over their students, and 
upholding high ethical standards is really essential. 
Teachers should model integrity, honesty, and fairness 
in their interactions with students, demonstrating the 
values they seek to instill in their learners. Teachers have 
a primary responsibility for the well-being and safety 
of  their students an should provide fair and unbiased 
assessments of  students’ academic performance. 
Teachers are important determinants of  pupil’s academic 
performance and learners’ behavior. Teachers urge 
pupils to become active participants in learning and in 
life. Teachers emphasize that the essential ingredient 
in achievement is effort. Teachers portray intellectual 
activities as rewarding and satisfying. Teachers believe 
self-improvement involves changing oneself, placing a 
high value on and encouraging its development. Teachers 
urge pupils to practice self-discipline and make the most 
out of  it.
Sanchez (2022) discovered a positive correlation between 
engagement and favorable assessments of  support, 
fairness, and alignment with personal values. Teachers 
are more likely to be fully engaged in their roles when 
they perceive that the organizational climate values their 
contributions, promotes a sense of  belonging, and offers 
opportunities for professional development. This teaching 
effectiveness was often equated with the teacher’s success 
in the classroom. It would also be important to learn 
the teacher’s strengths and weaknesses to improve their 
effectiveness, personality, attitude, skills, and knowledge. 
These attributes are crucial for completing assigned tasks 
and objectives. Thus, the key to success in teaching must 
lie in the characteristics of  teachers (Miñon, 2018).

School Community
Teachers are obligated to interact respectfully with 
parents, community members, and other stakeholders 
of  the school, as required by the Code of  Ethics for 
skilled teachers. Building and maintaining a strong 
school community requires collaborative efforts from 
all stakeholders, with a shared commitment to the well-
being and success of  the students. Contact with parents 
should be made on a daily basis, and contact should 
be kept professional and free of  squabbles. If  teachers 
have a problem with parents, community members, or 
stakeholders, they must address it to them in a timely 
manner. As educators, they need to recognize that 
education is a public service, and they should strive to 
keep the public informed about their offerings, initiatives, 
efforts and events.  Teachers play a significant part in 
society. Teaching is a very important profession that 
brings a change in the knowledge and teachings of  society.  
Even though teachers are found in the bottom tier of  
today’s order of  command, there is no doubt that they 
are exceedingly knowledgeable individuals (Mehmood et 
al.,2022).

Ethical Use of  Technology
With the increasing role of  technology in education, 
teachers are expected to be competent in integrating 
relevant technologies into their teaching practices. 
As technology becomes increasingly integrated into 
various aspects of  our lives, including education, work, 
and communication, ethical considerations become 
paramount. Users’ privacy should be respected, and 
personal data should only be collected and used for 
legitimate purposes with clear consent.
The study by Ghavifekr and Rosdy (2018) highlights 
the potential of  technology integration to significantly 
enhance creativity in education. The research underscores 
that technology equips educators with a diverse set of  
tools and resources, enabling them to design interactive 
and personalized learning experiences. Accordingly, 
teachers who effectively integrated technology into their 
teaching methods reported positive outcomes such as 
increased student engagement, enhanced collaboration, 
and the flexibility to experiment with various teaching 
approaches. The alignment between the current study’s 
findings of  Ghavifekr and Rosdy’s research emphasizes 
the positive impact of  technology on fostering creativity 
and enriching the educational experience.
According to Bilbao (2018), it is a conviction that hard 
work and dedication have a moral value, an inherent 
ability, virtue, or value that strengthens character and 
individual abilities. Social entertainment of  this caliber is 
believed to foster character development through diligent 
effort that reflects an individual’s professional expertise.

Teachers Behavior
Work ethics of  teachers, particularly focusing on 
respondents’ behavior, attitude, and performance as 



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dependent variables, form a robust body of  research 
with significant implications for educational practice 
that includes professional development, classroom 
management, attitudes toward teaching, ethical behavior, 
and individual performance commitment review form for 
teachers. For instance, the development of  a professional 
learning community and fostering job satisfaction among 
educators were very important professions that brought 
about changes in the knowledge and teachings of  society.

Teachers Attitude
Even though teachers are found in the bottom tier of  
today’s order of  command, there is no doubt that they are 
exceedingly knowledgeable individuals. Ethical behavior 
ensures that employees complete their work honestly and 
with integrity and that they meet an organization’s goals by 
following rules and policies. Teachers have an important 
role at school, and they are poised to become influential 
people in learners’ lives. They spend six to eight hours 
every week to teach their learners. It means that almost 
all their time was dedicated to teaching. They spend their 
time at school with their teachers. Emotions linger like 
a shadow over both the lives and work of  individual 
educators. Positive emotions mediate all relationships 
between mastery goal orientation and learning activity in 
self-directed learning students (Schweder, 2020).

Teachers Performance
Ethical conduct at work, particularly a positive ethic, 
holds significant importance from a business standpoint 
due to the confidence it instills in clients and consumers. 
A positive commitment and responsiveness to client 
needs or product creation can elevate our business’s 
reputation as a company that conducts itself  with honesty 
and integrity. Ethical practices also contributed to the 
establishment of  ethical guidelines within a company and 
the deterrence of  detrimental attitudes and behaviors in 
business models that prioritize profit over integrity.
In the Philippines, the attainment and failure of  
educational activities depend highly on their performance 
in executing the teaching and learning process, facilitating 
classroom management in the learning environment, 
participating in curriculum improvement and 
development, and promoting professional growth and 
engagement (Comighud & Arevalo, 2020).

Statement of  the Problem
The study sought to assess the extent of  work ethics 
exhibited by teachers in the Division of  Misamis Oriental 
for the academic year 2023 – 2024, particularly in terms 
of  their behavior, attitude, and performance. The result 
of  the study would serve as the basis for a development 
plan. It specifically answered the following questions:

1. How are the respondents are categorized based 
on their gender, marital status, and highest level of  
educational attainment, educational attainment and 
teaching experience?

2. What is the level of  teachers’ work ethics as perceived 

by them considering responsibility to the profession, 
professional competence, responsibility to students, 
school community and ethical use of  technology?

3. How do the respondents assess the teacher’s behavior 
considering professional development, classroom 
management?

4. How do the respondents assess the teacher’s attitude 
considering attitude toward teaching and ethical behavior?

5. How do the respondents assess the teacher’s 
performance considering content understanding and 
pedagogy, learning environment and diversity of  learners, 
curriculum planning, assessment and reporting, and 
professional development?

6. Is there a significant relationship between the 
respondents’ perceived level of  work ethics and 
their assessment of  teachers’ behavior, attitude and 
performance?

7. Is there a notable disparity in the respondents’ 
evaluations of  teachers’ behavior, attitude, and 
performance when categorized based on their profiles?

8. Based on the findings of  the study, what professional 
development plan on work ethics can be designed

Theoretical Framework 
This study is anchored on the Social Cognitive Theory of  
Bandura (1967). In recent years, research has continued 
to explore how students learn through observation and 
how teachers’ work ethics can serve as role models for 
learners, influencing their behavior. The theory proposes 
that learning takes place as individuals observe the 
outcomes of  others’ actions. Bandura’s theory extends 
beyond behavioral theories, which assert that all behaviors 
are acquired through conditioning, and cognitive theories, 
which take into account psychological factors like 
attention and memory.
Thus, teachers’ commitment to professional development, 
professional roles, and responsibilities can shape their 
work ethics and impact them. A strong professional 
identity may lead to a more dedicated and ethical 
approach to teaching that brings their individual values to 
the profession and influences their ethical stance.

Scope and Limitations
This study was focused on the Ethical Decision -Making 
in Administration: Navigating Complex Moral Dilemma 
and Promoting Organizational Integrity in the Division 
of  Misamis Oriental during the school year 2023-2024. 
The dependent variables were measured in terms of  the 
following, namely: Organization such as ethics training 
and stakeholder’s engagement and to the teacher’s 
employee such as job satisfaction, working habits and 
attitude/behavior towards performance, and personal 
belief  while the output will redound on the IPCRF of  
teachers. It is focused on examining the intricate ethical 
decision-making processes within administrative settings. 
It encompasses various aspects of  ethical challenges faced 
by administrators, including the factors influencing these 
decisions, the role of  leadership, organizational culture, 



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and the impact of  legal and regulatory frameworks. The 
study intends to offer insights and recommendations that 
can guide administrators in promoting ethical behavior 
and organizational integrity.

METHODOLOGY
Research Design
This study employed the descriptive-correlational research 
approach. Descriptive research was a suitable selection 
for this study as it aimed to identify characteristics, 
frequencies, trends, and categories. It is useful when 
not much is known about the topic or problem; before 
one can research why something happens, one needs to 
understand how, when, and where it happens. Descriptive 
research is typically categorized as a form of  quantitative 
inquiry, although qualitative methods can also serve 
descriptive purposes.
The research design should be carefully developed to 
ensure that the results are valid and reliable. The choice 
of  this was based on the fact that this study was intended 
to the Work Ethics of  Teachers’ Behavior, Attitude and 
Performance in the Division of  Misamis Oriental during 
the School Year 2022-2023.

Study Setting
The study was conducted in seven (7) mega schools with 
thirty-six (36) above personnel categories in the Division 
of  Misamis Oriental. These schools include Initao 
Central School in Initao, Misamis Oriental, Opol Central 
School in Opol Misamis Oriental, Tagoloan Central 
School in Tagoloan, Misamis Oriental, Vicente N. Chavez 
Elementary School in Villanueva, Misamis Oriental, 
Jasaan Central School in Jasaan, Misamis Oriental, 
Balingasag Central School in Balingasag Misamis Oriental 
and Salay Central School in Salay Misamis Oriental.
Misamis Oriental (Cebuano: Sidlakang Misamis; Tagalog: 
Silangang Misamis), officially known as the Province of  
Misamis Oriental, is situated in the Northern Mindanao 
region of  the Philippines. Its capital, primary city, and 
provincial hub is Cagayan de Oro City, which operates 
autonomously from the province.In 1818, Misamis was 
carved out from Cebu to become a separate province 
with Cagayan de Misamis (Cagayan de Oro) as its capital 
and was further subdivided into divisions: Partido de 
Cagayan (Division of  Cagayan), Partido de Catarman 
(Division of  Catarman), Partido de Dapitan (Division of  
Dapitan), and Partido de Misamis (Division of  Misamis).
Most of  the winners for outstanding schools in the 
Division of  Misamis Oriental were claimed by mega 
schools. The researcher chose the Division of  Misamis 
Oriental as the scope in the study because she is currently 
teaching in the division. The study would address how 
teachers’ work ethics affect learning behavior. Through 
this study, the researcher would be able to assess the level 
of  perception toward the factors of  teachers’ work ethics 
and assess the learning behavior among the learners to 
be beneficial to the school and to the community. It 
would also help the teachers understand the work ethics 

and learning behavior that reflect their performance as 
teachers and can help the school achieve outstanding 
recognition in the division.

Study Population and Sampling Technique
This study included the entire population. The total 
population of  the seven (7) mega schools with three 
hundred (300) elementary teachers were the respondents 
of  this study in the Division of  Misamis Oriental. In 
this study, a universal sampling approach, also referred 
to as a census or complete enumeration, was employed. 
This research sampling method involved including every 
individual or element within the entire population being 
studied in the sample. The objective is to collect data 
from each and every unit within the specified population.

Table 1: Distribution of  Respondents
Name of  School Respondents
Balingasag Central School 43
Initao Central School 36
Jasaan Central School 38
Salay Central School 45
Tagoloan Central School 51
VC N Chavez Central School 44
Opol Central School 43
Total 300

Research Instruments
The study used three sets, the adapted, modified and 
researcher-made questionnaires. The initial section of  
the questionnaire involves profiling the teachers based on 
gender, marital status, highest level of  education completed, 
and years of  service. Part II of  the questionnaire used 
on work ethics, which been adapted from Republic Act 
7836, also known as the Code of  Ethics for Professional 
Teachers includes responsibility to the professional, 
professional competence, responsibility to students, 
school community, and ethical use of  technology. On 
the other hand, Part III of  the questionnaire was adapted 
from Siad et al. (2013) except for the behavior because it 
was modified  and the indicators are researcher-made or 
personalized questionnaires involved in designing a set of  
questions to gather information on a specific topic, issue, 
or research area. However, the teacher’s performance was 
based on teachers’ IPCRF in S.Y. 2022-2023.

Statistical Treatment of  Data
For the quantitative data, descriptive statistics was utilized 
to compute measures of  central tendency, such as the mean 
(average) and the standard deviation. These were used for 
Problems 1, 2, 3, and 6, which aimed to determine the 
work ethics and their assessment of  teachers’ behavior, 
attitude and performance. These methods would help the 
researcher understand the distribution of  responses and 
identify any patterns or trends in participants’ perceptions 
(Bhandari, 2020).  Meanwhile, Pearson-r was used for 



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Problems 4 and 5 in order to establish the relationship 
between the variables of  work ethics and teachers’ 
behavior, attitude and performance.

Ethical Consideration
This study aimed to obtain confidential information 
from the respondents. They would be informed of  
the purpose of  this study and how it was done. All the 
answers from the respondents are expected to be filled 
with the best knowledge and feelings they have learned 
from the researcher’s study. Orientation prior to the 
conduct of  the study was highly followed by the permit 
given by the authority. An agreement from both parties, 
the researchers and the respondents, would take place. 
Hence, the responses of  the respondents would be 
collected for consolidation and interpretation of  results. 
The following ethical concerns are undertaken:
Informed all participating teachers and clearly explained 
the purpose of  the study, the data-gathering procedure 
and how to use their information. This was to ensure 
that they were not obliged to participate and that they 
had the option to withdraw from the study at any time 
without facing consequences. Teachers were asked to 
remove or replace any personally identifiable information 
from the data during analysis and reporting. Pseudonym 
assignments might have been done to participants in 
order to protect their identities. Data storage safeguarded 
all the collected data by storing it using encryption where 
necessary and limited access to authorized personnel 
only. This was to ensure that the data was not accidentally 
disclosed to unauthorized parties. Ethical approval was 
sought from an Institutional Review Board (IRB) or ethics 
committee to ensure that the research design and data 
handling procedure meet ethical standards and guidelines.

RESULTS AND DISCUSSIONS
Problem 1. How are the Respondents Distributed 
in Terms of  Sex, Civil Status, Highest Educational 
Attainment, and Teaching Experience?

trend is expected to persist. However, the Ministry of  
Education should carefully consider the administration 
of  its female teaching staff. While attracting more female 
teachers to rural or remote areas presents challenges, 
providing job opportunities for women in these 
regions could be beneficial, offering female students 
the opportunity to have teachers who reflect their own 
experiences. While it is not inherently problematic for 
women to primarily teach early grades, it is not always 
evident that this is where they would excel most. Older 
students may also benefit from having female teachers. 
Finally, education systems need to make sure that barriers 
are not created for female teachers and that women have 
the same chance as men to be promoted to managerial 
positions (Le Nestour et al., 2020).
On the other hand, the lowest frequency of  44 (14.67%) 
is male. This means that there are few male respondents 
in the study. It implies that male teachers nowadays 
are lacking in the field and their number must increase 
to fill the needed part for their expertise in some 
fields. They have skills which were more useful in the 
deliverance of  education needed for the compliance of  
the teaching and learning process. This suggests that 
there is currently a shortage of  male teachers in certain 
fields, and it emphasizes the necessity of  increasing their 
representation to meet the demands of  those fields. 
It highlights that male teachers possess skills that are 
particularly beneficial in effectively delivering education 
and facilitating the teaching and learning process. In 
essence, it implies that recruiting more male teachers 
could enhance the overall effectiveness and diversity 
within the educational system. Male teachers play a vital 
role in preparing the learners for a brighter future ahead 
of  them. This information was valuable for understanding 
the demographic composition of  the workforce and can 
be used to inform various aspects of  workplace policies, 
diversity initiatives, and employee engagement strategies. 
This concept may not necessarily be in contradiction with 
the philosophy of  work as a part of  human nature and a 
means for self-perfection because the purpose of  rational 
power is to change matter into goods that have objective 
value (Cholbi,2022).Table 2: Distribution of  Respondents’ Profile in terms 

of  Sex
Category Frequency Percentage
Male 44 14.67
Female 256 85.33
Total 300 100.00

Table 3: Distribution of  Respondents’ Profile in terms 
of  Civil Status
Category Frequency Percentage
Married 262 87.33
Single 30 10.00
Widow 8 2.67
Total 300 100.00

Table 2 depicts that the highest frequency of  256 
(85.33%) are female. The result implies that more females 
are still engaged and exploring the teaching profession. 
It can be observed that many people perceived that the 
teaching profession was primarily for women or had 
been reserved for women. Teaching, especially in primary 
education, belongs to the range of  career choices among 
women. Accordingly, The proportion of  female teachers 
worldwide already exceeds that of  male teachers, and this 

Table 3 presents a distribution of  respondents’ profiles 
in terms of  civil status. These respondents, with a 
percentage of  87.33%, were married and had the highest 
frequency. This information implies that the majority 
were married, more actively participated in the study, 
and were more capable of  handling situations inside the 



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classroom because they had experiences in parenthood. 
Married respondents are more associated with handling 
learners because they are parents of  their own children 
and can relate to possible situations that might occur 
inside the classroom. They are motivated in the field to 
give their best possible effort to satisfy the needs of  their 
learners and gain something from their preparedness in 
the lesson. In some scenarios, married teachers can relate 
to the parenthood side of  their learners and can interact 
through their experiences at home. Balancing the roles of  
motherhood, marriage, and a career can pose challenges 
for women. Yet, this is proven by the thousands of  stories 
of  women leaders who are able to handle both home and 
work responsibilities (Cabrera et al., 2019).
However, the lowest frequency of  8 (2.67%) were 
widows. This implies that widow teachers may bring a 
heightened sense of  empathy and understanding to their 
interactions with learners, colleagues, and the school 
community. Their personal experiences of  loss could 
foster a deeper connection with others who may be 
facing challenges or difficult situations. These teachers 
must be handled with respect and love because they are 
the precursors of  learning. There are a lot of  tasks and 
responsibilities that come with being a teacher, some of  
which can be hard. People who work as teachers often 
have more trouble balancing their work and personal lives 
than people in other jobs. This is because teachers’ jobs 
are often stressful, making it hard for them to meet their 
other social and family obligations (Mercado, 2019).

revealed that educators with units in master’s degrees 
are more inclined to actively participate in professional 
development programs. According to the study, a notable 
number of  respondents (81.33%) possessed units 
of  master’s degrees, indicating a substantial presence 
of  highly qualified individuals. In addition, a study 
conducted Wang and Kim (2023) explored the influence 
of  educational achievement on teacher motivation. The 
findings highlighted that teachers with  units of  master’s 
degrees tend to demonstrate a greater dedication to 
ongoing professional growth. The findings align with the 
observation made in this study that individuals pursuing 
a master’s degree were highly engaged participants. There 
appears to be a clear link between obtaining higher 
degrees and increased involvement in Central Elementary 
Schools of  Misamis Oriental.
However, the lowest frequency of  11 (3.67) acquired 
PhD/EdD/DM Degree Holder. This suggests a relatively 
low representation of  individuals with doctoral degrees 
within the surveyed population. This could indicate a 
potential gap in the educational attainment level among the 
respondents. Understanding the reasons behind this lower 
frequency could provide valuable insights into factors 
such as access to higher education, career aspirations, or 
the perceived value of  pursuing advanced degrees within 
the context of  the surveyed group. Addressing such 
disparities may be important for fostering a more diverse 
and qualified workforce within the field. This emphasized 
the importance of  implementing specific interventions 
to address the distinct challenges faced by educators 
with terminal degrees in Central Elementary Schools 
of  Misamis Oriental. Despite their small numbers, their 
specialized skills and qualifications can contribute valuable 
insights, innovation, and leadership within the field. In a 
recent study conducted by Comon and Corpuz (2024), 
the focus was on the challenges encountered by teachers 
who hold terminal degrees, such as PhD or EdD, when 
it comes to adapting to new pedagogical approaches. The 
study highlighted that individuals with these higher-level 
qualifications might encounter obstacles when getting 
involved, primarily because of  the research-focused 
nature of  their degrees.

Table 4: Distribution of  Respondents’ Profile in terms 
of  Highest Educational Attainment
Category Frequency Percentage
PhD/ EdD/ DM holder 11 3.67
With Units in PhD/ 
EdD/ DM 

29 9.67

Master’s Degree Holder 5 15.00
With units in Master’s 
Degree 

244 81.33

Total 300 100.00

Table 5: Distribution of  Respondents’ Profile in terms 
of  Teaching Experience
Category Frequency Percentage
21 and above 172 57.33
16 – 20 years 66 22.00
11 – 15 years 37 12.33
6 – 10 years 19 6.33
5 years and below 6 2.00
Total 300 100.00

Table 4 illustrates the highest frequency of  244 (81.33%) 
with units in Master’s Degree. This implies a strong 
emphasis on higher education among teachers, potentially 
reflecting a commitment to professional development 
and expertise in their field. Pursuing master’s degrees 
while working or gaining professional experience can 
contribute to a more holistic understanding of  the subject 
matter, particularly in studies related to professional 
practices or industries. This information could inform 
policy decisions related to academic requirements 
for teaching positions, recognizing the prevalence of  
individuals pursuing advanced degrees or possessing 
varied educational backgrounds within the educational 
workforce. In a recent study by Van Wingerden and 
Poell (2019), the connection between advanced degrees 
and teacher involvement was examined. The findings 

Table 5 demonstrates the respondents’ profile in terms 
of  length of  service. Data show that the participants 
with the highest frequency of  responses were 21 years 



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old and above 172 (57.33%) in length of  service. 
This implies that teachers with extensive experience 
often demonstrate a strong work ethic characterized 
by consistency and reliability. They understand the 
importance of  maintaining a positive and respectful 
attitude towards learners, colleagues, and parents. Their 
years of  experience contribute to a strong sense of  
professional conduct and often embody a high level of  
professionalism. Teacher experience and enthusiasm are 
key factors of  effective teaching, favoring teachers’ well-
being and instructional behavior and students’ cognitive, 
emotional, and motivational outcomes (Burić & Moe, 
2020).
However, data shows that participants with the lowest 
frequency possessed 5 years and below 6 (2.00) in terms 
of  teaching experience. This can be attributed to a slower 
pace of  career progression or a smaller pool of  individuals 
who have reached this milestone. It suggests that fewer 
respondents have earlier career stages compared to the 
senior stages. This implies that teachers with fewer years 
of  service are in the process of  building professional 
relationships with learners, parents, and colleagues. They 

may focus on creating a positive and supportive rapport 
within the school community. Teachers in their first 
five years may still develop their professional identities, 
explore different teaching philosophies and refine their 
instructional approaches as they gain more experience.
Further, a study conducted by Yao and Wildy (2021) 
examined the influence of  teaching experience on 
professional development. The results suggested that 
teachers with limited experience are generally more 
receptive to new ideas and approaches. The findings align 
with the observation made in this study that individuals 
with five years or less of  teaching experience were the 
most actively engaged participants. There appears to be a 
possible link between less teaching experience and higher 
participation in professional development programs within 
the Central Elementary Schools in Misamis Oriental.

Problem 2. What is the Respondents’ Level of  
Perceived Work Ethics Considering Responsibility 
to the Professional, Professional Competence, 
Responsibility to Students, School Community and 
Ethical Use of  Technology?

Table 6: Distribution of  Respondents’ Work Ethics considering Responsibility to the Professional
Indicator Mean SD Description
Acknowledge merely being unaware, lacking knowledge, or failing to understand 
the Code does not serve as a defense against charges of  unethical conduct.

3.32 0.69 At all Times

Uphold It's essential to be acquainted with the procedures, policies, laws, and 
regulations pertinent to professional practice, irrespective of  personal opinions.

3.52 0.55 At all Times

Hold oneself  responsible for ethical conduct. 3.56 0.59 At all Times
Monitor and ensure a robust state of  mental, physical, and emotional well-
being essential for carrying out professional responsibilities effectively, and take 
appropriate actions if  personal or health-related concerns impede work duties.

3.51 0.55 At all Times

Refrain from engagements, either professional or personal, that could potentially 
diminish one's effectiveness within the school community.

3.33 0.56 At all Times

Avoid utilizing one's position for personal benefit and steering clear of  any 
appearance of  misconduct.

3.33 0.79 At all Times

Taking accountability and receiving recognition solely for tasks completed or 
accomplishments achieved, while also acknowledging the efforts and contributions 
of  others.

3.46 0.58 At all Times

Confront and make reasonable efforts to address conflicts between the Code and 
the implicit or explicit requests of  an individual or entity.

3.39 0.58 At all Times

Maintaining and demonstrating commitment to the Code by taking proactive 
measures upon suspecting that another educator might be approaching or engaged 
in an ethically compromising situation.

3.33 0.67 At all Times

Engaging in respectful dialogue concerning matters that affect the profession. 3.42 0.65 At all Times
Overall 3.42 0.62 At all Times

Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 6 exhibits the results pertaining to work ethics and 
the overall mean of  3.42 (SD=0.62) described as  At all 
Times. This indicates that the respondents have a Very 

High level of  work ethic considering Responsibility to the 
Professional. This signifies that respondents consistently 
provided very high positive responses to questions related 
to work ethics factors. This ensures that they can provide 
the best possible service and contribute positively to 
the advancement of  their profession. Professionals 
are accountable for their actions and decisions within 



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their profession. This implies that a leader within a 
profession has a particular responsibility to model ethical 
behavior and promote a culture of  integrity within 
their organizations. It suggests a strong commitment 
to upholding professional standards and values among 
the respondents. This could indicate a deep sense 
of  accountability towards their profession, including 
adhering to codes of  conduct, continuously updating 
their skills and knowledge, engaging in professional 
development activities, and demonstrating integrity in 
their interactions with colleagues and stakeholders. Such 
a high level of  dedication to professional responsibilities 
may contribute to fostering a positive work culture and 
promoting excellence within their respective fields. Even 
though the importance of  ethics in professional life can 
be demonstrated by several instances of  the failure of  
businesses, it is better to show it through the lens of  
positivity (Divyansh Bordia, 2022).
The indicator, As a teacher, I hold oneself  responsible 
for ethical conduct got the highest mean of  3.56 
(SD=0.59), described as At all Times. It implies that a 
teacher as a professional is expected to uphold honesty, 
transparency, and truthfulness in all their interactions 
within the workplace and have a responsibility to adhere 
to the standards and guidelines set by their respective 
professions. This may involve following industry-specific 
regulations, staying updated on the latest best practices, 
and continuously seeking professional development to 
enhance their skills and knowledge. These include being 
truthful in reporting, adhering to professional codes of  
conduct, and avoiding conflicts of  interest. They are 
accountable for the decisions they make, the work they 
produce, and the consequences of  their professional 
conduct. Taking ownership of  mistakes and learning 
from them was key to maintaining ethical behavior. 
Republic Act 7836, known as Code of  Ethics for 

Professional Teachers in Article V, the Teachers and 
the Profession in Section 1 stated that teachers should 
consistently embody professional loyalty, mutual trust, 
and confidence in each other, demonstrating self-
sacrifice for the collective benefit and fostering complete 
cooperation among colleagues. In any dispute where 
the welfare of  students, the school, or the profession is 
involved, teachers must stand united in support of  one 
another. Teachers are responsible for creating a positive 
and inclusive work environment, fostering collaborative 
relationships, and valuing diversity.
On the other hand, the indicator As a teacher, I 
acknowledge merely being unaware, lacking knowledge, 
or failing to understand the Code does not serve as a 
defense against charges of  unethical conduct got the 
lowest mean score of  3.32 (SD=0.69) described as At all 
Times with the interpretation of  Very High. This implies 
that the respondents have a professional responsibility 
to familiarize themselves with the established Code of  
Ethics governing their profession. The code does not 
serve as a defense if  a teacher is charged with unethical 
conduct. In other words, Ignorance of  the code is not 
a valid justification for participating in certain behaviors 
that violate ethical standards. They are proactive in 
gaining awareness and understanding of  these standards 
and emphasize the need for teachers to continuously 
educate themselves about the ethical standards relevant 
to their profession. Even though teachers are found 
in the bottom tier of  today’s order of  command, it is 
without a doubt that they are exceedingly knowledgeable 
individuals (Mehmood et al.,2022). Furthermore, this 
finding resonates with existing literature, as highlighted 
by Republic Act 7836, which emphasized in Section 5 
that every teacher is obligated to address what may seem 
to be unprofessional or unethical behavior exhibited by 
any colleague.

Table 7: Distribution of  Respondents’ Work Ethics considering Professional Competence
Indicator Mean SD Description
Incorporate state and national standards, including discipline-specific ones, into 
your practice. Promote equitable educational opportunities for all students.

3.49 0.50 At all Times

Advocate to ensure fair educational opportunities for all students 3.50 0.50 At all Times
Accept fulfilling responsibilities, duties, and services aligned with the certification, 
licensure, and training required for one’s position.

3.53 0.50 At all Times

Reflect continuously evaluate and enhance one's professional skills, content 
knowledge, and competency.

3.43 0.58 At all Times

Commit to ongoing professional  learning. 3.52 0.55 At all Times
Use developmentally appropriate assessments that are intended and validated to 
guide educational decisions.

3.55 0.50 At all Times

Increase ensure students have access to the curriculum, activities, and resources to 
provide a quality and equitable educational experience.

3.57 0.50 At all Times

Work to involve the school community in closing achievement, opportunity, and 
attainment gaps.

3.48 0.50 At all Times

Protect students from any practice that harms or could potentially harm them. 3.63 0.53 At all Times
Overall 3.53 0.51 At all Times



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Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 7 presents the distribution of  the respondents’ 
work ethics considering professional competence. The 
overall mean of  3.53 (SD=0.51) with the description of  
At all Times indicates that the respondents have perceived 
Very High in the challenges in terms of  professional 
competence. This implies that most of  the respondents not 
only meet the expected performance standards but do so 
ethically and responsibly. They likely prioritized the well-
being and education of  their students while maintaining 
the highest standards of  integrity. They were probably 
proficient and effective in carrying out their duties. 
This can contribute to a positive working environment 
and collaboration within the educational community. 
Therefore, the teacher was not only proficient in their 
role but also approached their work with a commitment 
to ethical conduct, continuous improvement, and positive 
impact on students. As highlighted, Rawwas et al. (2018) 
highlighted work ethic as a vital personal attribute that 
speaks volumes about employees’ recognition, even in 
the absence of  organizational control. Given this context, 
numerous scholars have contended that work ethics might 
not remain constant but could be perceived as dynamic.
Specifically, the indicator As a teacher, I protect students 
from any practice that harms or has the potential to 
harm students got the highest mean of  3.63 (SD=0.53), 
described as At all Times. This implies that the teacher 
demonstrated ethical behavior by actively avoiding any 
practices that may harm learners or have the potential 
to harm them. This indicated a high level of  moral 
responsibility and a dedication to upholding ethical 
standards in the teaching profession. This knowledge 
helps them make informed decisions and ensures 
that they are aligned with professional expectations 
and responsibilities. The teacher may also actively 
collaborate with colleagues, administrators, and other 

stakeholders to promote learner safety because effective 
communication about potential risks and concerns 
contributes to a collective effort to protect learners from 
harm. Additionally, this implication aligns with Republic 
Act 7836 on Teacher and the Learner in Article VIII. It 
discusses the privileges and responsibilities of  a teacher 
towards the learners. The teacher’s code of  ethics serves 
to safeguard the rights of  every student. It’s imperative 
for teachers to recognize that upon assuming a teaching 
role, they commit to adhering to this code. They are 
expected to treat all learners impartially and refrain from 
exploiting their authority. Maintaining a professional 
demeanor with students is essential; familiarity should 
not overshadow professionalism. Regrettably, there were 
reports of  misconduct within the school. Teachers bear 
the responsibility of  ensuring the safety of  learners and 
should not delegate this duty to others. The paramount 
concern is to avoid misusing the authority their position 
affords them over students.
On the other hand, the indicator As a teacher, I reflect 
continuously evaluate and enhance one’s professional 
skills, content knowledge, and competency. got the lowest 
mean of  3.43 (SD=0.58), described as At all Times. This 
implies that a teacher who is dedicated to continuous 
improvement, self-awareness, and ethical professional 
practices contributes to a dynamic and effective teaching 
approach that prioritizes the best interests of  students. 
This aligned with ethical standards and work ethics, as 
the teacher recognized their role to be maintained and 
enhanced their competence and willed to adapt to changes 
and advancements in education by ensuring relevance 
and effectiveness in their teaching practices. They were 
engaged in collaborative efforts with peers to share 
insights and learn from others. Furthermore, Leonard 
(2019) emphasized that strong work ethics suggest that 
the person places a high value on doing a good job, as 
well as respecting others and functioning with integrity. 
Therefore, Professionalism is an integral aspect of  the 
work ethic concept, which outlines how an individual 
approaches their work and behaves on the job.

Table 8: Distribution of  Respondents’ Work Ethics considering Responsibility to Students
Indicator Mean SD Description
Respect students by taking into account their age, gender, culture, environment, 
and socioeconomic background.

3.70 0.52 At all Times

Interact with students with transparency and in appropriate settings. 3.56 0.54 At all Times
Communicate with students in a clear, respectful, and culturally aware manner. 3.71 0.46 At all Times
Take consider how appearance and attire can influence interactions and relationships 
with students.

3.71 0.45 At all Times

Consider the implications of  accepting or giving gifts to students. 3.44 0.54 At all Times
Engage in physical contact with students only when there is a clear, beneficial 
purpose and with a constant focus on the student's safety and well-being.

3.42 0.49 At all Times

Avoid multiple relationships with students that might compromise objectivity, 
increase the risk of  harm to student learning or well-being, or diminish educator 
effectiveness.

3.59 0.49 At all Times



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Seek to understand students’ educational, academic, personal, and social needs, as 
well as their values, beliefs, and cultural backgrounds.

3.55 0.49 At all Times

Respect the dignity, worth, and uniqueness of  each student, including but not 
limited to their actual and perceived gender, gender expression, gender identity, 
civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, 
socio-economic status, and culture.

3.71 0.44 At all Times

Respect the privacy of  students and the necessity to maintain confidentiality 
regarding specific types of  student communication, documents, or information 
acquired during professional practice.

3.63 0.48 At all Times

Overall 3.60 0.49 At all Times
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 8 illustrates the breakdown of  respondents’ work 
ethics regarding Responsibility to Students. With an 
overall mean of  3.60 (SD=0.49) and a rating of  At all 
Times, it indicates that respondents demonstrate a very 
high level of  work ethics concerning their responsibility 
to students. This implies that these individuals are likely 
dedicated, conscientious, and committed to fulfilling 
their duties related to students’ well-being and academic 
success. It suggests a strong sense of  accountability, 
professionalism, and moral principles in their approach to 
their work in an educational context. Overall, such a high 
level of  work ethics can contribute positively to the quality 
of  education and the overall experience for students.
Further, it is aligned with the implications mentioned 
above in Republic Act 7836, on The Teacher and the 
Learner in Article VIII, which discusses the rights and 
duties of  a teacher to the learners. The teacher’s code of  
ethics aims to safeguard students’ rights. It’s crucial for 
teachers to comprehend that upon assuming a teaching 
role, they are committing to uphold the code of  ethics. 
Teachers are anticipated to treat all their students fairly 
and refrain from exploiting their position in any manner.
In addition, the indicator As a teacher, Communicate 
with students in a clear, respectful, and culturally sensitive 
manner, got the highest mean score of  3.71 (SD=0.46) 
with a description of  At all Times. The result revealed 
that the respondents perceived work ethics to be very 
high in terms of  responsibility to students. This implies 
that the teacher-respondents place a significant emphasis 
on the responsibility of  students to recognize the impact 
of  appearance on interactions and relationships. Teachers 
are role models for students, and their communication 
style sets an example for appropriate behavior and 
interaction. They understand that their appearance 
can shape students’ perceptions, attitudes, and overall 

classroom dynamics, and they take this responsibility 
seriously. By fostering positive relationships with students, 
they can create a supportive and professional learning 
environment for their children.
The results can be associated with Republic Act 7836 in 
Article XI, titled The Teacher as an Individual, mandates 
maintaining a dignified persona both within school 
premises and beyond, setting an example worthy of  
emulation by students, peers, and others. Work ethics 
were somewhat observed from the moment a teacher 
walked into the school until he left. He was professionally 
identified as a person with dignity and pride. Dressed 
in clean, pressed clothes and the moment he arrived in 
school, he was very much ready to start working with the 
learners.
On the other hand, the indicator As a teacher, I Engage 
in physical contact with students only when there is a 
clear, beneficial purpose and with a constant focus on 
the student’s safety and well-being obtained the lowest 
mean score of  3.42 (SD=0.49) with a description of  At 
all Times. This implies that physical contact between a 
teacher and learner should only occur when there is a 
specific, beneficial purpose, such as providing necessary 
assistance or comfort.
It emphasized that any physical contact should always 
prioritize the safety and well-being of  the learners. 
This indicated a commitment to maintain professional 
boundaries and ensure that interactions with learners 
are appropriate and respectful. Teachers also have 
an important role at school, and they are poised to 
become influential people in learners’ lives. They spend 
six to eight hours every week to teach their learners. 
This means that almost all of  their time was dedicated 
to teaching. They spend their time at school with their 
teachers. Emotions linger like a shadow, casting their 
influence over the lives and work of  educators. Positive 
emotions mediate all relationships between mastery goal 
orientation and learning activity in self-directed learning 
students (Schweder,2020).

Table 9: Distribution of  Respondents’ Work Ethics considering School Community
Indicator Mean SD Description
Communicate with parents or guardians in a timely and respectful manner that 
prioritizes the students' best interests.

3.60 0.54 At all Times



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Demonstrate a commitment to equality, equity, and inclusion, along with respecting 
and accommodating the diversity of  the school community members.

3.53 0.50 At all Times

Consider the implications of  accepting or giving gifts to parents or guardians. 3.39 0.61 At all Times
Maintain appropriate confidentiality of  student information disclosed by or to 
parents or guardians, unless required by law.

3.51 0.54 At all Times

Respect fellow professionals as colleagues and maintaining civility when differences arise. 3.62 0.49 At all Times
Resolve conflicts, whenever possible, privately and respectfully and in accordance 
with district policy.

3.60 0.49 At all Times

Keep prioritizing student safety, education, and health by maintaining and sharing 
educational records appropriately and objectively, in accordance with local policies, 
state, and federal laws.

3.60 0.53 At all Times

Collaborate with colleagues in a manner that supports academic achievement and 
promotes the best interests of  students.

3.60 0.53 At all Times

Ensure that educators assigned as mentors for new teachers, cooperating teachers, 
or other leadership roles are adequately prepared and supervised for these 
responsibilities.

3.55 0.54 At all Times

Maintain the highest professional standards of  accuracy, honesty, and appropriate 
information disclosure when representing the school or district in the community 
and in public communications.

3.48 0.69 At all Times

Overall 3.55 0.55 At all Times
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 9 presents the distribution of  respondent’s work 
ethics considering School Community. The overall 
mean of  3.55 (SD=0.55) was observed that the entire 
participants comprising 100%, indicated At All Time in 
the survey. This signifies that respondents consistently 
provided a Very High positive response to questions 
related to work ethics in terms of  the school community. 
Hence, it can be deduced that most respondents achieved 
very high work ethics results in the school community.
Subsequently, Teachers are responsible for respectfully 
engaging with parents, community members, and other 
stakeholders of  the school, as required by the Code 
of  Ethics for skilled teachers. Contact with parents 
should be made on a daily basis, and contact should 
be kept professional and free of  disputes. If  teachers 
have a problem with parents, community members, or 
stakeholders, they must address it promptly. As a teacher, 
it’s crucial to recognize that education is a public service, 
and they should strive to keep the public informed about 
their services and initiatives events. Teachers play a 
significant part in society. Teaching was a very important 
profession in bringing a change in the knowledge and 
teachings of  society.  Even though teachers are found 
in the bottom tier of  today’s order of  command, it was 
without a doubt that they are exceedingly knowledgeable 
individuals (Mehmood et al., 2022).
In addition, the indicator As a teacher, I Respect fellow 
professionals as colleagues and maintaining civility 
when differences arise got the highest mean score of  
3.62 (SD=0.49) with a description of  At all Times. The 

result revealed that the respondents had perceived Very 
High work ethics in terms of  the school community, 
which implies the work environment provided 
support, guidance, and resources to maintain respectful 
relationships among teachers that can contribute to a 
cohesive school community. The work ethics of  teachers 
within a school community are foundational for creating 
a positive and collaborative environment. By respecting 
colleagues as fellow professionals and maintaining civility 
during differences, teachers contribute to a culture that 
supports not only their professional growth but also the 
overall well-being of  the school community. According to 
Mehmood et al., teachers play a significant part in society. 
Teaching was a very important profession in bringing a 
change in the knowledge and teachings of  society.  Even 
though teachers are found in the bottom tier of  today’s 
order of  command, it was without a doubt that they are 
exceedingly knowledgeable individuals.
On the other hand, the indicator As a teacher, I consider 
the implication of  accepting gifts from or giving gifts 
to parents/guardians obtained the lowest mean score 
of  3.39 (SD= 0.61) with a description of  At all Times. 
This implies that accepting gifts from parents/guardians 
can have potentially challenging implications for the work 
ethics of  teachers in the school community. Accepting 
gifts from parents/guardians can create perceptions of  
favoritism or influence. As such, it is to exercise discretion 
and accept only modest and appropriate gifts, ensuring 
they do not compromise our professional integrity or 
impartiality. Teachers may set guidelines or communicate 
with parents about the nature and appropriateness of  gifts 
to ensure a fair and inclusive environment for all learners. 
In line with the Republic Act, In Article XI, titled “The 
Teacher as a Person,” educators are expected to uphold a 



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dignified demeanor, whether within the school premises, at 
home, or elsewhere, setting an exemplary model worthy of  
emulation by students, peers, and others. Work ethics was 

somewhat observed from the moment a teacher walked 
into the school to when he left. He was professionally 
identified as a person with dignity and pride.

Table 10: Distribution of  Respondents’ Work Ethics considering Ethical Use of  Technology
Indicator Mean SD Description
Use social media responsibly, transparently, and primarily for educational purposes 
as outlined in school and district policies. Educators should carefully consider 
the impact of  social media and digital communication on their interactions with 
students, colleagues, and the community.

3.47 0.66 At all Times

Stay abreast of  current trends and uses of  school technology. 3.38 0.58 At all Times
Promote  Highlight the advantages and explain the limitations of  various suitable 
technological applications to colleagues, relevant school staff, parents, and 
community members.

3.41 0.58 At all Times

Access,record and utilize proprietary materials, while comprehending how to 
identify and prevent plagiarism among students and educators.

3.38 0.60 At all Times

Understand  and adhering to the district's policy regarding the utilization of  
technology and communication.

3.45 0.54 At all Times

Exercise caution by maintaining separate and professional virtual profiles, ensuring 
a clear distinction between personal and professional lives.

3.38 0.57 At all Times

Respect the privacy of  students' social media presence unless granted consent to 
view such information or if  there is potential evidence of  harm to the student or 
others.

3.50 0.50 At all Times

Monitor and eport information regarding potential cyberbullying incidents and 
their potential impact on the student learning environment to the extent feasible 
and in accordance with appropriate procedures.

3.46 0.54 At all Times

Take  implementing suitable and sensible measures to uphold the confidentiality of  
student information and educational records stored or transmitted via electronic or 
computer technology.

3.55 0.54 At all Times

Ensure that the utilization of  technologies does not infringe upon the rights of  
third parties, including their right to privacy.

3.52 0.55 At all Times

Overall 3.45 0.56 At all Times
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 10 presents the distribution of  respondents’ work 
ethics considering Ethical Use of  Technology. The 
overall mean of  3.45 (SD=0.56) was observed that the 
entire participants comprising 100%, indicated At all 
Times in the survey. This signifies that the majority of  
respondents consistently provided a Very High positive 
interpretation. In the context of  this study, Teachers’ 
work ethics in terms of  the ethical use of  technology play 
a crucial role in shaping the learning environment and 
ensuring the well-being of  learners. Teachers served as 
role models and helped learners evaluate the credibility 
of  online sources, discern between reliable and unreliable 
information, and understand the potential biases in digital 
content. Engaging in professional development would 
help teachers enhance their knowledge of  digital tools and 
adapt to evolved ethical standards. In addition, teachers’ 
work ethics in the context of  technology involved 
modeling responsible behavior, ensuring equitable access, 

promoting digital citizenship, and staying informed about 
ethical considerations.
In support of  these findings, the study conducted by 
Herodotou et al. (2019) emphasized the transformative 
potential of  technology integration in education. The 
positive correlation between the current study’s findings 
and the research of  Herodotou et al. suggests that the high 
level of  implementation in creating something through 
technology aligns with the broader positive impacts of  
technology on pedagogy and student outcomes.
Meanwhile, the indicator As a teacher, Take  implementing 
suitable and sensible measures to uphold the confidentiality 
of  student information and educational records stored 
or transmitted via electronic or computer technology 
got the highest mean of  3.55 (SD=0.54) described as At 
all Times. This implies that a teacher should understand 
the significance of  maintaining confidentiality aligns 
with legal mandates and ethical principles governing 
the protection of  student records and information. It 
emphasizes the need for teachers to remain vigilant and 
proactive in safeguarding student privacy in all aspects of  
their professional practice. According to Bilbao (2018), 



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it is a conviction that hard work and dedication have a 
moral value, an inherent ability, virtue, or value that 
strengthens character and individual abilities. Engaging 
in social entertainment of  this caliber is seen as a means 
to foster character development through dedication that 
reflects an individual’s professional expertise.
On the other hand, the indicator As a teacher, exercise 
prudence in maintaining separate and professional 
virtual profiles, keeping personal and professional 
lives distinct was obtained the lowest mean of  3.38 
(SD=0.57) ,described as At all Times. The result implies 
that teacher-respondents play a crucial role in modeling 
ethical behavior and professionalism, both in the physical 
classroom and online. By prioritizing awareness, training, 
and policy development in this area, educators can better 
navigate the complexities of  the digital landscape while 
upholding ethical standards and protecting student 
well-being. It suggests that by addressing digital literacy 
and professional conduct in online spaces as integral 
components of  teacher education and professional 
development efforts, teachers should be mindful of  
ethical considerations when adopting new technologies.
Supporting this finding, the study by Ghavifekr and Rosdy 
(2018) highlights the potential of  technology integration 
to significantly enhance creativity in education. The 
research underscores that technology equips educators 
with a diverse set of  tools and resources, enabling them to 
design interactive and personalized learning experiences. 
Accordingly, teachers who effectively integrated 
technology into their teaching methods reported positive 
outcomes such as increased student engagement, 
enhanced collaboration, and the flexibility to experiment 
with various teaching approaches. The alignment between 
the current study’s findings of  Ghavifekr and Rosdy’s 
research emphasizes the positive impact of  technology 
on fostering creativity and enriching the educational 
experience.

Table 11 is a summary distribution of  the variables on 
the teachers’ level of  work ethics. The overall mean of  
3.51 (SD=0.546), interpreted as Very High indicates 
that the respondents have perceived At all Times their 
level of  work ethics. This implies that the respondents 
consistently uphold and adhere to the ethical standards 
and values of  their profession. This commitment reflects 
a deep understanding of  the importance of  maintaining 
a high level of  integrity in their work. It suggests a 
strong commitment to professional values, ongoing 
development, student welfare, positive contributions to 
the school community, and ethical considerations in the 
use of  technology. Reflecting on teachers’ level of  work 
ethics emphasizes the need for teachers to be consistent 
in their physical, emotional, and mental attributes, which 
make them real role models to the community. The 
Code of  Ethics for Professional Teachers in Article 
XI states that a teacher should prioritize self-discipline 
as the fundamental principle of  personal conduct in all 
interactions with others and in every circumstance.
In particular, the Responsibility to Students category 
received the highest average score of  3.60 (SD=0.49), 
indicating a Very High level, suggesting that teachers 
perceive their commitment as constant. This suggests 
that students can consistently depend on their teachers 
for ongoing support and guidance. Educators play a 
significant and enduring role in the holistic development 
of  their students. This indicates that educators consistently 
prioritize the well-being of  their students, adjust to 
their requirements, cultivate trustful relationships, and 
contribute positively to their comprehensive growth.
Apparently, this suggests that educators consistently 
embody a high standard of  responsibility to students. 
This level of  commitment has far-reaching implications 
for the learning experience, personal development, and 
overall well-being of  the students under their care. The 
work ethics of  teachers is an important factor in successful 
teaching, which has a knock-on impact on students’ 
learning. When teachers experience psychological 
empowerment, they exhibit a favorable outlook towards 
their work. The findings of  the related study showed 
that when teachers feel psychologically empowered, they 
become loyal and committed to their organization and 
ready to put their best efforts into the betterment of  their 
organization (Abbas,2021).
On the other hand, Responsibility to the Professional 
category garnered the lowest average score of  3.42 
(SD=0.62), also interpreted as Very High. This suggests 
that the respondents maintain a strong personal 
commitment to their professional responsibilities to 
enhance their professional responsibility and are actively 
working towards achieving even higher standards. The 
respondents may have exceptionally high expectations 
of  themselves regarding their responsibility to the 
profession, even though they perceive their commitment 
as Very High.  It suggests that they set extremely stringent 
standards for their professional conduct. It involves a 

Table 11: Summary of  the Level of  Teachers  Work Ethics
Work Ethics Mean SD Interpretation
Responsibility to the 
Professional

3.42 0.62 Very High

Professional 
Competence

3.53 0.51 Very High

Responsibility to 
Students

3.60 0.49 Very High

School Community 3.55 0.55 Very High
Ethical Use of  
Technology

3.45 0.56 Very High

Overall 3.51 0.546 Very High
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)



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commitment to ethical conduct, continuous learning, 
collaboration with peers, adherence to professional 
standards, and the promotion of  the profession’s interests 
for the benefit of  both professionals and the broader 
community. Even though the importance of  ethics in 
professional life can be demonstrated by several instances 

of  the failure of  businesses, it is better to show it through 
the lens of  positivity (Bordia, 2022).

Problem 3. How do the Respondents Assess the 
Teacher’s Behavior Considering Professional 
Development and Classroom Management?

Table 12: Distribution of  the Respondents’ Level of  Assessment of  Teachers’ Behavior Considering Professional 
Development
Indicator Mean SD Description
I encourage and support for active participation in professional development activities. 3.53 0.54 At all Times
I efficient use of  resources to maximize the impact of  professional development efforts. 3.55 0.50 At all Times
I have regular opportunities for individuals to reflect on their professional growth. 3.50 0.50 At all Times
I ensure that professional development opportunities are accessible and inclusive 
for all individuals, regardless of  background or ability.

3.55 0.54 At all Times

I interact with parents or guardians to uphold open channels of  communication. 3.62 0.53 At all Times
I remain current with best practices and engage in ongoing professional 
development to continually enhance my performance as a teacher.

3.57 0.54 At all Times

Overall 3.55 0.53 At all Times
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 12 determines the distribution of  respondents’ 
level of  assessment of  teacher’s behavior, considering 
professional development. The data exposed the overall 
mean of  3.55 (SD=0.53), which is interpreted as Very 
High and described as At All Times. This implies a 
very positive interpretation of  the teachers who take 
the initiative to reflect on their professional growth 
and are more likely to hold themselves responsible for 
their own development. By doing regular reflection, 
teachers were able to set meaningful goals for their 
professional development and help in creating targeted 
plans for achieving goals and enhancing effectiveness in 
the classroom. It also contributed to the development 
of  a professional learning community and fostered 
job satisfaction among educators. Teaching was a 
very important profession and brought a change in 
the knowledge and teachings of  society.  Even though 
teachers are found in the bottom tier of  today’s order of  
command, there is no doubt that they are exceedingly 
knowledgeable individuals (Mehmood et al., 2022 ).
The indicator As a teacher, I interact with parents or 
guardians to uphold open channels of  communication, 
obtained the highest mean of  3.62 (SD=0.53), described 
as  At all Times. The result implies that this indicator 
reflects a commitment to fostering a collaborative and 
supportive learning environment that indicates a proactive 
approach to addressing academic and behavioral concerns 
in working together with parents that support the child’s 
development. By involving parents in their child’s 

education, a teacher contributes to the development of  a 
supportive and collaborative community, which enhances 
the overall learning experience for the learners. Republic 
Act 7836, known as the Code of  Ethics for Professional 
Teachers in Article IX, establishes and maintains cordial 
relations with parents, informs them of  their children’s 
progress, seeks their cooperation for proper guidance, 
and hears parents’ complaints with sympathy and 
understanding.
The indicator As a teacher, I have regular opportunities 
for individuals to reflect on their professional growth 
obtained the lowest mean of  3.50 (SD=0.50), described 
as At all Times interpreted as Very High. This implies 
a very positive interpretation of  the teachers who take 
the initiative to reflect on their professional growth 
and are more likely to hold themselves responsible for 
their own development. This suggests that by doing 
regular reflection, teachers were able to set meaningful 
goals for their professional development and help in 
creating targeted plans for achieving goals and enhancing 
effectiveness in the classroom. It also contributed to 
the development of  a professional learning community 
and fostered job satisfaction among educators. Republic 
Act 7836, the Code of  Ethics, In Article V, stated that 
the teachers should consistently embody professional 
loyalty, mutual trust, and confidence in one another, 
demonstrate self-sacrifice for the common good, and 
engage in full cooperation with colleagues. For instance, 
the development of  a professional learning community 
and fostering job satisfaction among educators were very 
important professions that brought about changes in the 
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Table 13: Distribution of  the Respondents’ Level of  Assessment of  Teachers’ Behavior considering Classroom Management
Indicator Mean SD Description
I ensure that my behavior in the classroom promotes a positive learning environment. 3.60 0.53 At all Times
I encourage to collaborate with peers and colleagues. 3.53 0.50 At all Times
I share experiences with others in the field. 3.49 0.54 At all Times
I use to establish clear expectations and boundaries with my students. 3.51 0.54 At all Times
I encourage self-reflection and self-assessment to identify areas for improvement. 3.54 0.58 At all Times
I address conflicts or disagreements among students fairly and constructively. 3.60 0.54 At all Times
Overall 3.545 0.538 At all Times

Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 13 determines the distribution of  respondents’ 
level of  assessment of  teachers’ behavior considering 
classroom management. The data shows that the overall 
mean of  3.545 (SD=0.538), described as At all Times 
and interpreted as Very High. This implies that the 
teachers who are consistently rated highly may possess 
strong skills in teachers’ behavior considering classroom 
management, and those rated low may need additional 
support or professional development to enhance their 
classroom management strategies. It suggests that there 
is diversity in how teachers perceive their ability to 
create a positive and productive learning environment. 
According to Schweder(2020), positive emotions mediate 
all relationships between mastery goal orientation and 
learning activity in self-directed learning students.
Among the assessment of  teachers’ behavior considering 
classroom management, the indicator I handle 
conflicts or disagreements among students in a fair 
and constructive manner got the highest mean of  3.60 
(SD=0.54), described as At all Times. This implies that 
the highest mean indicates a strong performance in this 
aspect of  classroom management, but it also highlights 
the importance of  continued professional development 
and strengthens the teacher-student relationship and 
facilitates effective communication and collaboration. 

It suggests that teachers promote a positive classroom 
environment, foster social-emotional skills, and maintain 
trust and rapport with students. Sanchez (2022) 
discovered a positive correlation between engagement 
and favorable assessments of  support, fairness, and 
alignment with personal values. Teachers are more likely 
to be fully engaged in their roles when they perceive that 
the organizational climate values their contributions, 
promotes a sense of  belonging, and offers opportunities 
for professional development.
Conversely, the indicator I share experiences with others 
in the field got the lowest mean of  3.49 (SD=0.54), 
described as At all Times interpreted as Very High. 
This implies that the teachers who are encouraged 
to share experiences with others can enrich teaching 
practice, promote professional growth, and ultimately 
benefit students and the broader school community. It 
suggests that sharing experiences collaboratively enables 
teachers to work together on common goals, projects, 
and initiatives. It was observed that once an employee 
understands his job, he is prepared to do it. For instance, 
Rawwas et al. (2018) identified work ethics as a pivotal 
personal attribute that speaks volumes about employees’ 
recognition even in the absence of  organizational 
control.

Problem 4. How do the Respondents Assess the 
Teacher’s Attitude Considering Attitude Toward 
Teaching and Ethical Behavior?

Table 14: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Attitude considering Attitude Toward Teaching
Indicator Mean SD Description
I demonstrate enthusiasm for the subject matter and teaching in general. 3.65 0.52 At all Times
I prioritize the needs and well-being of  students. 3.64 0.48 At all Times
I tailor adapt instruction to accommodate the varied learning styles and abilities 
of  students.

3.53 0.54 At all Times

I seek feedback from peers, mentors, and students to enhance teaching. 3.60 0.53 At all Times
I explore new teaching methods and technologies. 3.57 0.49 At all Times
I evaluate student progress and success and what criteria I use to determine 
achievement.

3.68 0.46 At all Times

Overall 3.61 0.50 At all Times



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Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 14 explains the respondents’ work ethics based on 
the teachers’ attitude considering attitude toward teaching 
with an overall mean of  3.61 (SD = 0.50), described as At 
all Times. It implies that the respondent’s level of  work 
ethics based on teachers’ attitude toward teaching is Very 
High.  An employee’s perception of  teaching can affect 
their interactions with others and their personal work 
performance. Teachers’ attitudes toward teaching can 
influence student engagement and achievement levels. 
It suggests that educators Those who are enthusiastic, 
passionate, and dedicated are more likely to inspire and 
motivate their students, fostering a positive learning 
environment conducive to academic success. The 
findings of  the related study showed that when teachers 
feel psychologically empowered, they become loyal and 
committed to their organization and ready to put their best 
efforts into improving their organization (Abba, 2021).
The indicator I evaluate student progress and success, and 
what criteria I use to determine achievement, obtained 
the highest mean of  3.68 (SD=0.46), described as At all 
Times. It implies a commitment to a student-centered 
approach to education. This approach recognizes that 
students have diverse learning needs and abilities and 
acknowledges the importance of  tailoring instruction 
and assessment to meet individual student goals and 
aspirations. This ensures that student progress is 

measured against clear and objective criteria, providing a 
reliable basis for evaluating success. By establishing clear 
criteria for achievement, embracing a student-centered 
approach, and promoting continuous improvement, 
educators can create learning environments that foster 
academic excellence, equity, and growth for all students.
Moreover, the Board for Professional Teachers adopts 
the Code of  Ethics for Professional Teachers in Article 
VIII, Section 1, which states that a teacher has the right 
and duty to determine students’ academic grades and 
promotions in the subjects or grades they handle, ensuring 
that such determinations follow generally accepted 
evaluation and measurement procedures. In the event of  
a complaint, the concerned teacher shall promptly take 
appropriate actions and follow due process. However, 
the indicator, I tailor instruction to meet students’ diverse 
learning styles and abilities, obtained the lowest mean of  
3.53 (SD=0.54), described as At all Times. This implies 
that in tailoring instruction, differentiated teaching 
strategies accommodate various learning styles and 
abilities. It suggests that by embracing differentiated and 
personalized approaches to instruction, educators can 
empower students to reach their full potential, celebrate 
their unique talents and strengths, and prepare them for 
success in an increasingly diverse and interconnected 
world. This teaching effectiveness was often equated with 
the teacher’s success in the classroom. It would also be 
important to learn the teacher’s strengths and weaknesses 
to improve their effectiveness, personality, attitude, skills, 
and knowledge Thus, the key to success in teaching must 
lie in the characteristics of  teachers (Miñon,2018).

Table 15: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Attitude Considering Ethical Behavior
Indicator Mean SD Description
I convey a genuine passion for helping students learn and succeed. 3.66 0.47 At all Times
I am willing to listen and respond to student questions and concerns. 3.64 0.48 At all Times
I serve as a role model for students in terms of  attitude     and work ethics. 3.69 0.46 At all Times
I encourage students to see challenges and setbacks as opportunities for growth. 3.59 0.49 At all Times
I offer emotional support and guidance when students face difficulties. 3.59 0.49 At all Times
I handle and address student challenges, such as differing learning abilities or 
cultural background.

3.62 0.49 At all Times

Overall 3.63 0.48 At all Times
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 15 explains the respondents’ level of  assessment 
of  teachers’ attitude considering work ethics with an 
overall mean of  3.63 (SD = 0.48), described as At all 
Times. It implies that the respondent’s level of  work 
ethics based on the teachers’ attitude considering work 
ethics is Very High. Teachers’ work ethics reflect their 
level of  professionalism and commitment to their roles as 
educators, which influence student learning outcomes and 
academic achievement. It suggests that assessing these 

attitudes can help identify educators who demonstrate 
punctuality, reliability, and accountability in their work, as 
well as those who exhibit a strong sense of  dedication to 
their students’ learning and well-being.
Teaching effectiveness was often equated with the 
teacher’s success in the classroom. It would also be 
important to learn the teacher’s strengths and weaknesses 
to improve his or her effectiveness, personality, attitude, 
skills, and knowledge. These attributes are crucial for 
completing assigned tasks and objectives. Therefore, the 
key to success in teaching lies in the characteristics of  the 
teachers (Miñon, 2018).
The indicator, As a teacher, I serve as a role model for 



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students in terms of  attitudes and work ethics, received 
the highest mean score of  3.69 (SD=0.46), described as 
At all Times.This result indicates that teachers consistently 
practice this indicator. This demonstrates the importance 
of  building and maintaining healthy connections and 
positive relationships with colleagues, students, and 
others in the school community. Serving as a role model 
for learners in terms of  attitudes towards work ethics 
reflects a teacher’s commitment to professionalism, 
integrity, positive attitudes, and essential life skills. It also 
contributes to the overall development of  learners, not 
only academically but also in terms of  their character 
and values. Furthermore, Sunanda (2018) emphasized 
that ethics refers to the principles that define behavior as 
right, good, and proper.
On the other hand, the indicator, As a teacher, I offer 
emotional support and guidance when students face 
difficulties, obtained the lowest mean of  3.59 (SD=0.49) 
described as At all Times. This suggests that teachers 
have a professional and ethical duty to care for the 
holistic well-being of  their students. Since learners have 
diverse learning styles and paces, this approach fosters a 

more effective learning environment that accommodates 
different learning levels and provides support if  necessary. 
It suggests that encouraging learners and embracing 
challenges can give them opportunities for growth and 
offer emotional support and guidance during difficulties 
for effective teaching and learning. This support and 
guidance provided by teachers lay the foundation for 
learners to thrive in the face of  adversity and pursue their 
goals with confidence and determination.
The results of  the lowest mean are emphasized in Republic 
Act 7836, which discusses the rights and duties of  a teacher 
to the learners. The code of  ethics for teachers was designed 
to protect the rights of  the students. It is important for 
teachers to understand that by accepting a teaching position, 
they are agreeing to adhere to the code of  ethics.

Problem 5. How are the Respondents Evaluating the 
Teacher’s Performance Based on Content Knowledge 
and Pedagogy, Learning Environment and Diversity 
of  Learners, Curriculum and Planning, Assessment 
and Reporting, As Well As Professional Growth and 
Development?

Table 16: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Performance (IPCRF) Based on Content 
Knowledge and Pedagogy
Indicator Mean SD Description
I utilized content knowledge within and across multiple curricula in teaching areas. 4.83 0.44 Outstanding
I employed various teaching strategies that improve learner achievement in literacy 
and numeracy skills.

4.85 0.46 Outstanding

I utilized a variety of  teaching strategies to cultivate critical and creative thinking, 
along with other higher-order thinking skills.

4.82 0.43 Outstanding

Overall 4.83 0.44 Outstanding
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 16 illustrates the mean distribution of  the 
respondents’ level of  assessment of  teachers’ performance 
based on content knowledge and pedagogy with an overall 
mean of  4.83 (SD=0.44) described as Outstanding. This 
data implies that teachers are delivering instruction at a 
level that exceeds expectations. This suggests that teachers 
possess a deep understanding of  the subject matter and 
are able to effectively communicate complex concepts 
to learners using various pedagogical approaches. In line 
with existing research that highlights that the teaching 
is a very important profession in bringing a change in 
the knowledge and teachings of  society.  Even though 
teachers are found in the bottom tier of  today’s order of  
command, it is without a doubt that they are exceedingly 
knowledgeable individuals (Mehmood et al., 2020).
Specifically, the indicator I employed various teaching 
strategies that improve learner achievement in literacy and 
numeracy skills, got the highest mean of  4.85 (SD=0.46) 
with a description of  Outstanding. This reveals a teacher’s 
professional practice and commitment to continuous 
improvement. By actively seeking out and implementing 

innovative teaching strategies, the teacher demonstrates 
a dedication to enhancing student learning outcomes 
and staying current with best practices in literacy and 
numeracy instruction. It suggests that connecting literacy 
and numeracy skills to real-life situations and examples 
helps students understand the practical application of  
these concepts beyond the classroom. In terms of  related 
studies, Bilbao (2018) is convinced that hard work and 
dedication have a moral value, an inherent ability, virtue or 
value to strengthen character and individual abilities. Social 
activities of  this caliber are seen to enrich character through 
diligent effort, reflecting one’s professional expertise.
Conversely, the indicator I utilized a variety of  teaching 
strategies to cultivate critical and creative thinking, along 
with other higher-order thinking skills, got the lowest 
mean of  4.82 (SD=0.43), described as Outstanding. This 
indicates that the teacher has laid a strong foundation 
for promoting higher-order thinking skills. This implies 
that the teachers’ performance in this aspect was still 
exemplary, demonstrating a high level of  proficiency 
in fostering critical and creative thinking skills among 
learners. It suggests that the teacher prepares learners for 
success in an increasingly complex and dynamic world 
by employing a variety of  teaching strategies; the teacher 
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Table 17 shows the distribution of  the respondents’ level 
of  assessment of  teachers’ performance (IPCRF) based 
on learning environment and diversity of  Learners with 
an overall mean score of  4.55 (SD=0.55) described as 
Outstanding. It indicates that the teacher has established 
a safe, supportive, and nurturing atmosphere conducive 
to learning. Learners feel comfortable taking risks, 
making mistakes, and expressing themselves authentically, 
fostering intellectual curiosity and creativity.
It suggests that the majority of  respondents perceive 
the teacher’s effectiveness in creating a positive learning 
environment and catering to the diverse needs of  
learners as exceptional. The findings imply the teacher 
holistic development and academic success of  every 
learner fostering a culture of  respect, collaboration, and 
continuous improvement. According to the Republic 
Act 7836, known as the Code of  Ethics for Professional 
Teachers in Article V, Teachers must consistently embody 
professional loyalty, mutual trust, and faith in one another, 
demonstrate self-sacrifice for the common good, and 
engage in full cooperation with colleagues. In any dispute 
where the best interests of  learners, the school, or the 
profession are at stake, teachers should stand in solidarity 
with one another.
Meanwhile, examining individual indicators with the 
highest mean score of  4.60 (SD=0.65) is associated with 
I utilized differentiated, developmentally appropriate 
learning experiences to meet the diverse needs of  learners, 
including considerations for gender with a description of  
Outstanding. It indicates that the teacher is committed 

to ongoing professional growth and collaboration. This 
suggests effectively that the teacher tailors’ Adapting 
instructional methods to address the diverse gender-
related needs of  learners, fostering an inclusive learning 
environment where all learners feel supported and 
engaged. Providing socio-emotional support and 
creating a safe and supportive learning environment 
where students feel valued, respected, and empowered to 
express themselves regardless of  gender. This aligns with 
the implications mentioned above as revised, the board 
for professional teachers hereby embraces the Code of  
Ethics for Professional Teachers. A teacher must ensure 
that conditions conducive to the maximum development 
of  learners are sufficient and should provide necessary 
assistance in preventing or resolving learners’ problems 
and difficulties.
On the contrary, the indicator with the lowest mean score 
of  4.50 (SD=0.45), categorized as Outstanding, relates to 
I managed classroom structure to engage learners, either 
individually or in groups, in meaningful exploration. It 
indicates that the teacher establishes clear expectations, 
routines, and procedures that support learner engagement 
and active participation in learning activities. This implies 
that while the score may be slightly lower compared 
to other indicators, the teacher’s performance in this 
aspect was still highly commendable, demonstrating 
effective classroom management techniques that facilitate 
meaningful exploration for learners. The discussions 
further touch on the Republic Act 7836, which discusses 
a teacher’s rights and duties to the learners. The code of  
ethics for teachers is formulated to safeguard the rights of  
all students. It is imperative that teachers comprehend that 
upon assuming a teaching position, they are committing 
to adhere to the code of  ethics.

Table 17: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Performance (IPCRF) Based on 
Educational Atmosphere and Diversity of  Learners
Indicator Mean SD Description
I managed classroom structure to engage learners, either individually or in groups, 
in meaningful exploration.

4.50 0.45 Outstanding

I effectively managed learner behavior by employing positive and non-violent 
disciplinary methods to cultivate learning-focused environments.

4.55 0.55 Outstanding

I utilized differentiated, developmentally appropriate learning experiences to meet 
the diverse needs of  learners, including considerations for gender.

4.60 0.65 Outstanding

Overall 4.55 0.55 Outstanding
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 18: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Performance (IPCRF) Based on 
Curriculum and Planning
Indicator Mean SD Description
I planned, coordinated, and executed developmentally appropriate teaching and 
learning processes to align with the curriculum.

4.39 0.70 Very Satisfactory

I engaged in collaborative discussions that utilize feedback from both teachers 
and learners to enhance teaching practices.

4.25 0.69 Very Satisfactory

I chose, developed, structured, and utilized suitable teaching and learning 
resources, including ICT, to accommodate learning needs.

4.14 0.83 Very Satisfactory

Overall 4.26 0.74 Very Satisfactory



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Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 18 outlines the respondents’ distribution of  the 
respondents’ level of  assessment of  teachers’ performance 
based on Curriculum and Planning with an overall mean 
of  4.26 (SD=0.74) described as Very Satisfactory. This 
signifies that professional collaboration allows teachers 
to share ideas, resources, and best practices, ultimately 
improving the quality of  instruction and student learning 
outcomes.
This means teachers must collaborate with colleagues to 
enhance curriculum development and planning practices 
further. By participating in workshops, conferences, and 
professional learning communities can provide teachers 
with new insights, strategies, and resources to enhance 
their curriculum development and planning skills. In the 
Philippines, the attainment and failure of  educational 
activities depend highly on their performance in executing 
the teaching and learning process, facilitating classroom 
management in the learning environment, participating 
in curriculum improvement and development, and 
promoting professional growth and engagement 
(Comighud & Arevalo, 2020).  
Among the teachers’ performance indicators I planned, 
coordinated, and executed developmentally appropriate 
teaching and learning processes to align with the 
curriculum garnered the highest mean of  4.39 (SD=0.70), 
described as Very Satisfactory. It suggests that the teacher 
excels in effectively organizing and delivering instruction 
in a manner that aligns with curriculum objectives and 
meets the developmental needs of  learners. This indicates 
a very satisfactory performance in this crucial aspect of  
teaching. The finding implies the teacher proficiency in 
aligning teaching and learning processes with curriculum 
objectives. By carefully planning and sequencing 
instruction, the teacher ensures that learners are provided 

with opportunities to achieve the intended learning 
outcomes outlined in the curriculum. In order to enhance 
the professional development of  teachers, Article IV 
states that every teacher is expected to maintain the 
utmost standards of  quality education, diligently prepare 
for their teaching career, and consistently perform at their 
best in their professional practice.The Code of  Ethics for 
Professional Teachers promotes the idea that all school 
personnel, including teachers, should prioritize their 
personal and professional advancement. The Philippine 
Constitution places significant emphasis on enhancing 
teachers’ competency through professional development 
activities.
However, the lowest mean score of  4.14 (SD=0.83) for 
the indicator I chose, developed, structured, and utilized 
suitable teaching and learning resources, including 
ICT, to accommodate learning needs accompanied by 
the description of  Very Satisfactory.  This implies that 
the teacher’s efforts in selecting and utilizing teaching 
resources, including ICT, to support learning are still 
deemed very satisfactory. It suggests that the teacher may 
benefit from professional development opportunities 
focused on resource selection, development, and 
integration of  ICT by participating workshops, training 
sessions, and online courses that can provide teachers 
with new ideas, strategies, and tools to enhance resource 
utilization and instructional effectiveness. As amended, 
the Board for Professional Teachers hereby adopts the 
Code of  Ethics for Professional Teachers in Article IV 
that Every teacher is responsible for actively ensuring 
that teaching remains the noblest profession and should 
demonstrate genuine enthusiasm and pride in teaching 
as a noble vocation. Thus, teachers’ commitment to 
professional development, professional roles, and 
responsibilities can shape their work ethics and impact 
them. A strong professional identity may lead to a more 
dedicated and ethical approach to teaching that brings 
their individual values to the profession and influences 
their ethical stance.

Table 19: Distribution of  Respondents’ Level of  Assessment of  Teachers’ Performance (IPCRF) Based on 
Assessment and Reporting
Indicator Mean SD Description
I developed, chosen, arranged, and employed diagnostic, formative, and 
summative assessment strategies.

3.87 0.63 Very Satisfactory

I supervised and assessed learner progress and achievement by utilizing learner 
attainment data.

3.93 0.66 Very Satisfactory

I promptly and clearly communicated learners' needs, progress, and achievements 
to key stakeholders, including parents/guardians.

3.90 0.69 Very Satisfactory

Overall 3.90 0.66 Very Satisfactory
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 19 reveals the distribution of  the respondents’ level 
of  level of  assessment of  teachers’ performance based 
on assessment and reporting. The data revealed an overall 
mean of  3.90 (SD=0.66), described as Very Satisfactory. It 



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indicates that the teacher communicates student progress 
and performance effectively to stakeholders, including 
students, parents, and administrators. However, there 
may be opportunities to enhance the clarity, transparency, 
and frequency of  reporting to ensure that all stakeholders 
are well-informed about student achievement.
This means that the assessment of  Assessment and 
Reporting highlights opportunities for continuous 
improvement in teachers’ work ethics. By reflecting on 
assessment practices, seeking feedback, and engaging in 
professional development, teachers can refine their skills 
and enhance the quality of  assessment and reporting 
processes. As outlined in Republic Act 7836, which is 
commonly known as the Code of  Ethics for Professional 
Teachers in Article IX- The Teacher and the Parents 
establish and maintain cordial relations with parents, 
Keep them informed about their children’s progress and 
solicit their cooperation for the proper guidance of  their 
children and hear parents’ complaints with sympathy and 
understanding.
On the other hand,  the performance indicator, I promptly 
and clearly communicated learners’ needs, progress, and 
achievements to key stakeholders, including parents/
guardians obtained the highest mean of  score of  3.90 
(SD=0.69) with a description of  Very Satisfactory. This 
implies that effective communication reflects positively 
on the teacher’s professionalism and commitment to 
ethical conduct. By promptly and clearly communicating 
with stakeholders, teachers demonstrate respect for their 
roles and responsibilities in supporting student learning 
and development. It suggests that by establishing 
effective communication channels, tailoring messages to 
meet stakeholders’ needs, and fostering a collaborative 
approach, teachers can promote a supportive learning 
environment that maximizes student success. The 
implications and discussion mentioned above highlight 
the Republic Act 7836 known as Code of  Ethics for 
Professional Teachers, as outlined in Article IX titled 

“The Teacher and the Parents,” establish and maintain 
friendly relations with parents, keep them informed about 
their children’s progress, solicit their cooperation for 
proper guidance, and address parents’ complaints with 
empathy and understanding.
Conversely, the indicator I developed, chosen, arranged, 
and employed diagnostic, formative, and summative 
assessment strategies obtained the lowest mean of  3.87 
(SD=0.63), described as Very Satisfactory. This suggests 
that teachers must ensure that assessments are fair, valid, 
and reliable and that assessment data is used responsibly 
to inform instructional practices and support learner 
learning. It implies that designing, selecting, organizing, 
and using diagnostic, formative, and summative assessment 
strategies are integral components of  teachers’ work 
ethics. By employing comprehensive assessment practices 
that are aligned with learning objectives, differentiated to 
meet learner needs, and used ethically and responsibly. 
This means that teachers can promote student success and 
foster a culture of  continuous improvement in teaching 
and learning. In Article VIII of  Republic Act 7836, titled 
“The Teacher and the Learner,” outlines the rights and 
responsibilities of  teachers towards their students The 
code of  ethics for teachers is The code is crafted to 
safeguard the rights of  all students. It’s imperative for 
teachers to comprehend that upon assuming a teaching 
position, they are committing to adhere to the code 
of  ethics. Teachers are anticipated to treat all students 
equitably and refrain from exploiting their position in 
any manner. They must maintain a professional rapport 
with every student, avoiding overly informal or familiar 
interactions. Regrettably, there were instances of  abuse 
within the school. Teachers must prioritize the safety 
of  their learners and not delegate this responsibility to 
others. The paramount concern is to avoid misusing the 
authority they hold over their students, as it could lead 
to detrimental outcomes. They should think through the 
implications of  what happens.

Table 20: Distribution of  Respondents’ Assessment Level of  Teachers ‘Performance (IPCRF) Based on Personal 
Growth and Professional Development
Indicator Mean SD Description
I applied a personal philosophy of  teaching that is learner-centered. 3.30 0.77 Satisfactory
I establish professional development objectives aligned with the Philippine 
Professional Standards for Teachers.

3.80 0.68 Very Satisfactory

Overall 3.55 0.73 Very Satisfactory
Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)

Table 20 provides insights into respondents’ level of  
assessment of  teachers’ performance based on growth 
and professional development. The overall mean score 
is 3.55 (SD=0.73) described as Very Satisfactory. This 
indicates that teachers are actively engaged in activities 
aimed at improving their knowledge, skills, and practices. 

This implies that teachers demonstrate a willingness to 
engage in continuous learning and self-improvement. 
They seek out opportunities for continuing education 
to stay abreast of  the latest educational trends, research 
findings, and best practices. Republic Act 7836 known as 
Code of  Ethics for Professional Teachers in Article V, 
which addresses Teachers and the Profession in section 
1, affirms that teachers must consistently embody 
professional loyalty, mutual trust, and confidence in each 
other. They are expected to demonstrate self-sacrifice for 



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the collective benefit and maintain complete cooperation 
with their colleagues. In any dispute where the welfare 
of  students, the school, or the profession is concerned, 
teachers are obligated to stand united in support of  one 
another.
Between the two indicators of  personal growth and 
professional development, the indicator I set professional 
development goals based on the Philippine Professional 
Standards for Teachers got a higher mean of  3.80 
(SD=0.68) with a description of  Very Satisfactory. It 
suggests that teachers prioritize their personal growth and 
professional development in alignment with established 
standards. This implies a strong commitment to meeting 
professional benchmarks and continuously improving 
their practice. This means that teachers contribute to 
their own professional growth and the continuous 
improvement of  teaching and learning outcomes. This 
aligns with the wider discussion on conducting this 
study on the work ethics of  teachers’ behavior, attitude, 
and performance is justified by its potential to enhance 
the educational experience, professional standards, 
and contribute to the continuous improvement of  the 
education system. Cognitive work engagement in teachers 

refers to their deep intellectual commitment to their 
roles, demonstrating their enthusiasm, dedication, and 
commitment to creating meaningful learning experiences 
(Van Wingerden & Poell, 2019 ).
On the other hand, the indicator I applied a personal 
philosophy of  teaching that is learner-centered got the 
lower mean of  3.30 (SD=0.77) with a description as 
Satisfactory. It suggests that while the performance is 
satisfactory, there is room for improvement in applying 
a learner-centered approach to teaching. This implies that 
teachers may need to further integrate learner-centered 
principles into their instructional practices and teaching 
philosophy. It indicates that teachers may need to enhance 
their focus on adapting instruction to meet diverse student 
needs and promoting active engagement and ownership 
of  learning among students. The findings relate referring 
to the research backing Republic Act 7836, also known as 
the Code of  Ethics for Professional Teachers, in Article 8, 
Section 9, it emphasizes that educators must guarantee the 
presence of  suitable conditions conducive to the optimal 
growth of  learners. Additionally, they are required to offer 
necessary support to address and resolve any challenges or 
issues hindering the progress of  students.

Table 21: Summary of  Respondents’ Level of  Assessment in Key Result Areas of  Individual Performance 
Commitment Review Form (IPCRF)
Key Result Areas Mean SD Description Interpretation
Content Knowledge and Pedagogy 4.83 0.44 Outstanding Very High
 Learning Environment & Diversity of  Learners 4.55 0.55 Outstanding Very High
Curriculum and Planning 4.26 0.74 Very Satisfactory High
Assessment and Reporting 3.90 0.66 Very Satisfactory High
Personal Growth and Professional Development 3.55 0.73 Very Satisfactory High
Overall 4.22 0.62 Very Satisfactory High

Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 21 demonstrates the teachers’ key result area level of  
assessment in key results areas of  individual performance 
commitment review form for teachers. Based on the data 
gathered, the overall mean average of  the respondents’ 
level of  assessment in key area results of  their IPCRF 
is 4.22 (SD=0.62) interpreted as Very Satisfactory. This 
implies that The Elementary school teachers’ level of  
performance proficiency in the performance evaluation 
cycle for the School Year 2022-2023 is deemed highly 
satisfactory in terms of  professionalism,ethics and 
self-management. Teachers who perform at a very 
satisfactory level are a testament to their hard work 
and dedication and an opportunity to further enhance 
areas for improvement and growth of  their skills and 
effectiveness as educators. They also have the ability to 
engage with learners, colleagues, administrators, parents, 
and other community members in a manner that is 
both appropriate and respectful, fostering a conducive 

learning environment that promotes success.. Moreover, 
they Being ethically conscious of  their duty to address 
the learning requirements of  all children, educators must 
acknowledge, comprehend, and exhibit an appreciation 
for the diverse perspectives, cultural backgrounds, 
values, beliefs, worldviews, and various motivations that 
students bring into the educational setting. Additionally, 
constructive feedback and support should be provided to 
help teachers further enhance their effectiveness in the 
classroom and their overall contributions to the school 
community. The attainment and failure of  educational 
activities depend highly on their performance in executing 
the teaching and learning process, facilitating classroom 
management in the learning environment, participating 
in curriculum improvement and development, and 
promoting professional growth and engagement 
(Comighud & Arevalo).
On the other hand, the table presented the highest 
mean performance level of  the respondents’ Content 
Knowledge and Pedagogy was 4.83 (SD=0.44), which was 
described as Outstanding and interpreted as Very High. 
This implies that teachers are proficient in designing and 



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delivering lessons that are engaging, relevant, and aligned 
with curriculum standards. They can present complex 
concepts in ways that are accessible and comprehensible 
to students, leading to improved learning outcomes to 
ensure the ongoing enhancement of  teaching quality and 
student learning experiences. Emotions cast a shadow 
over the lives and work of  educators, influencing their 
experiences. According to Schweder, positive emotions 
play a mediating role in the relationship between mastery 
goal orientation and learning activities among self-
directed learners.
Conversely, the data showing Personal Growth and 
Professional Development obtained the lowest mean 
of  3.55 (SD=0.73), described as Very Satisfactory and 
interpreted as High. It indicates that there are specific 
areas of  teacher performance that require attention and 
improvement. Addressing these areas systematically 

can lead to targeted interventions and support 
mechanisms to enhance teacher effectiveness. This 
implies that a teacher may require additional support and 
professional development opportunities to improve their 
performance. This could involve personalized coaching, 
mentoring, or access to relevant training programs aimed 
at addressing identified weaknesses and building upon 
strengths. Conducting this study on the work ethics of  
teachers’ behavior, attitude, and performance is justified 
by its potential to enhance the educational experience, 
professional standards, and contribute to the continuous 
improvement of  the education system. Cognitive work 
engagement in teachers refers to their deep intellectual 
commitment to their roles, demonstrating their 
enthusiasm, dedication, and commitment to creating 
meaningful learning experiences (Van Wingerden & 
Poell).

Table 22: Summary of  the Respondents’ Level of  Assessment of  Teachers’ Behavior, Attitude and Performance
Key Result Areas Mean SD Interpretation
Behavior 4.26 0.64 Very High
Attitude 4.35 0.59 Very High
Performance 4.22 0.62 Very High
Overall 4.276 0.616 Very High

Legend:
3.26-4.00 At all Times (Very High)
2.51-3.25 Most of  the Time (High)
1.76-2.50 Sometimes (Low)
1.00-1.75 Never (Very Low)
Table 22 provides a summarized distribution of  the 
variables concerning the teachers’ behavior, attitude and 
performance. The overall mean of  4.276 (SD=0.616) 
with a description of  Very High. This implies that the 
respondents who display positive attitudes and high 
performance often engage learners more effectively. 
Positive behavior, attitude, and performance contribute 
to a teacher’s professional reputation within the school 
community. This helps build trust and confidence in 
the teacher’s ability to guide and educate their children. 
An insight that can be drawn from this can foster an 
environment that supports and recognizes positive 
teacher behavior, attitudes, and performance that 
includes opportunities for professional development, 
acknowledging achievements, and creating a culture that 
values the well-being and growth of  educators.
According to the study of  Abbas, when teachers 
experience psychological empowerment, they exhibit a 
favorable attitude towards their profession. Consequently, 
the findings from the study indicate that when teachers 
feel psychologically empowered, they demonstrate 
loyalty and commitment to their organization, and are 
motivated to contribute their utmost to its improvement. 
In particular, the Attitude dimension scored the highest 
mean of  4.35 (SD=0.59), indicating a Very High level. 
This suggests that individuals possess a significantly 
positive assessment of  attitude, whether within or outside 
the organization. The elevated mean score suggests a high 

level of  work ethics concerning teachers’ attitudes toward 
professional development and classroom management. It 
underscores the potential impact of  employees’ attitudes 
on their interactions with others and their individual job 
performance. Employee attitude influences reactions 
to others, perceptions of  the job, and one’s perceived 
value to the organization. This aligned the Board for 
Professional Teachers hereby adopts the Code of  Ethics 
for Professional Teachers in Article XI: The Teacher as 
a Person- In Section 2, it is emphasized that a teacher 
should prioritize self-discipline as the fundamental 
principle guiding personal conduct in all interactions and 
circumstances.
Conversely, Performance received the lowest mean score 
of  4.22 (SD=0.62), suggesting a Very Satisfactory rating. 
This indicates that the respondents’ performance has been 
evaluated as highly satisfactory. This implies a certain level 
of  uniformity in performance across the evaluated group. 
This suggests that there may be systematic factors at play, 
such as effective training programs, clear performance 
expectations, or strong leadership, that contribute to 
overall high performance levels. The disparity in scores 
might be attributed to factors discussed by (Leonard 
,2019), that highlights that Professionalism constituted a 
fundamental aspect of  the work ethic concept, delineating 
an individual’s approach to work and behavior while on 
the job.

Problem 6. Is There a Significant Relationship 
between the Respondents’ Perceived Level of  Work 
Ethics and Their Assessment of  Teachers’ Behavior, 
Attitude and Performance?



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Table 23: Test of  Significant Relationship Between the Respondents’ Work Ethics and the behavior, attitude, and 
performance of  teachers
Work Ethics Behavior Attitude Performance Overall

InterpretationRho p-value Rho p-value Rho p-value
Professional Responsibility 0.5029 0.0001**

S
0.3988 0.0001**

S
0.0367 0.5263

NS
0.3128
0.1755
NS

Professional Competence 0.4703 0.0001**
S

0.447 0.0001**
S

0.1083 0.0611
NS

0.3261
0.0204
S

Responsibility to Students 0.6565 0.0001**
S

0.6915 0.0001**
S

0.0926 0.1096
NS

0.4859
0.0366
S

School Community 0.6201 0.0001**
S

0.6586 0.0001**
S

0.0907 0.117
NS

0.4565
0.0390
S

Ethical Use of  Technology 0.686 0.0001**
S

0.5765 0.0001**
S

0.0411 0.4779
NS

0.4345
0.1594
NS

Overall 0.70456 0.0001**
S

0.5545 0.0001**
S

0.07388 0.2583
NS

0.4032
0.08618
NS

Legend: Significant if  p-value < 0.05* and p-value < 0.01**

Table 23 illustrates the notable correlation between work 
ethics and the behavior, attitude, and performance of  
teachers. The statistical findings, represented by Rho 
values and corresponding p-values, provide meaningful 
understanding of  the magnitude and significance of  these 
associations. The collective p-values suggest that there is 
no substantial distinction in respondents’ work ethics 
concerning teachers’ behavior, attitude, and performance. 
It implies that training programs and professional 
development initiatives within the educational system 
effectively instill and reinforce consistent work ethics 
among teachers since work ethics of  teachers play 
a crucial role in shaping their behavior, attitude and 
performance. This could be attributed to standardized 
training protocols, ongoing support systems, and 
adherence to professional standards across the teaching 
profession. The importance of  maintaining and nurturing 
a culture of  professionalism and ethical conduct within 
the teaching profession. It highlights the collective 
commitment of  teachers to uphold high standards of  
integrity, responsibility, and excellence in their roles as 
educators. Ethics is one of  the most critical problems 
in organizations and, especially in the management of  
human resources. This concept may not necessarily be 
in contradiction with the philosophy of  work as a part 
of  human nature and a means for self-perfection because 
the purpose of  rational power is to change matter into 
goods that have objective value (Cholbi, 2022).
The data further revealed that in terms of  responsibility 
to the professional, the analysis reveals a significant 
relationship between the work ethics towards teachers’ 
behavior and attitude. Results have shown that the rho 

values of  0.5029 and 0.3988 for behavior and attitude, 
respectively, are statistically significant with p-values 
less than 0.0001. The significant relationship between 
responsibility to the professional and work ethics 
toward teachers’ behavior and attitude underscores 
the importance of  ethical conduct and professionalism 
in education. By nurturing a culture of  responsibility, 
integrity, and continuous improvement, educators 
can fulfill their professional obligations and positively 
impact student learning outcomes. While no significant 
difference was found, this analysis underscores the 
importance of  ongoing professional development and 
support for educators to enhance their work ethics 
toward performance. Professional development initiatives 
can focus on areas such as instructional best practices, 
assessment strategies, student engagement techniques, 
and reflective teaching practices to empower educators 
to improve their performance and effectiveness in the 
classroom.
Moving to the factors of  professional competence, 
similar positive correlations emerge. With rho values of  
0.4703 and 0.447 for behavior and attitude, respectively, 
all associated p-values below 0.0001, the findings suggest 
a strong and significant connection between the work 
ethics and teachers’ behavior and attitude. The significant 
relationship between work ethics and teachers’ behavior 
and attitude suggests that educators who demonstrate 
strong work ethics are more likely to exhibit positive 
behavior and attitudes in their professional practice.While, 
no significant difference may have been found between 
professional competence and teachers’ performance, 
this finding underscores the complex interplay between 



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these factors and highlights the importance of  fostering a 
supportive, collaborative, and ethical school environment. 
By promoting ongoing professional development 
and cultivating a culture of  excellence, educators and 
educational leaders can enhance teacher performance 
and ultimately contribute to improved student success 
and well-being.
On the other hand, responsibility to students, as a 
component of  work ethics, exhibits positive correlations 
with teachers’ behavior and attitude. The rho values of  
0.6565 and 0.6915, for behavior and attitude, respectively, 
along with p-values less than 0.0001, highlight the 
importance of  fostering an optimistic responsibility to 
learners can enhanced teachers’ work ethics. The data 
revealed that there is a significant relationship between 
responsibility to students’ teachers’ behavior and attitude 
that highlights a fundamental connection between 
educators’ ethical commitment and their professional 
conduct in the classroom. It implies that educators who 
prioritize their responsibility to students are more likely to 
exhibit positive behavior and attitudes aligned with ethical 
standards, fostering a conducive learning environment 
that promotes student engagement and achievement. 
Moreover, the data shows that the responsibility to 
students revealed that there is no significant difference 
considering the teachers’ performance. It suggests 
that, on average, educators’ sense of  responsibility to 
their students may not directly influence their overall 
performance as teachers. This finding may indicate 
that while educators recognize the importance of  their 
responsibility to students, it may not significantly impact 
their effectiveness in the classroom as measured by 
traditional performance metrics.
Lastly, the ethical use of  technology demonstrates 
correlations with teachers’ behavior and attitude. The 
rho values of  0.686 and 0.5765 for behavior and attitude, 
respectively, all with p-values below 0.0001, suggest that 
work ethics in the ethical use of  technology contribute 
to professional growth and enhance the overall teaching 
and learning experience for everyone involved in the 
educational process. Moreover, the interpretation of  a 
significant relationship was observed between work ethics 

and teachers’ behavior and attitude, with a p-value less 
than 0.01.  This result was significant as it highlights the 
disconnectedness between the work ethics and teachers’ 
behavior and attitude with a confidence level that provides 
the best possible education, aligns with professional 
standards and fosters a sense of  responsibility and 
dedication to their profession.
In addition, work ethics serve as a framework for the 
alignment of  personal values with professional conduct 
that uphold strong work ethics and tend to manifest 
behaviors and attitudes that resonate with integrity, 
responsibility, and dedication in their teaching roles. It 
has fostered a sense of  responsibility and dedication to 
their profession. It was also observed that there is no 
significant difference was identified between the work 
ethics and their assessment of  teachers’ performance 
with rho-value of  0.0411 as the p-value exceeded 0.05. 
Hence, work ethics significantly influenced the behavior 
and attitude of  teachers, while performance did not 
contribute to the factors of  work ethics. This implies 
the critical role of  work ethics in shaping the behavior 
and attitude of  teachers within the education system. 
By acknowledging and prioritizing the cultivation of  
strong work ethics, educators can contribute to a positive 
learning environment and uphold the values essential 
for student success and well-being. It suggests that the 
teachers can engage in professional development activities 
that encourage introspection and growth in areas related 
to work ethics, fostering a commitment to continuous 
improvement and ethical practice.
Moreover, Sunanda underscores that ethics pertains to 
the principles that establish behavior as genuine, virtuous, 
and appropriate.Such principles do not always determine 
a single moral action but provide a means of  evaluating 
and deciding among competing options. Values involve 
ethics when they relate to beliefs about what is right and 
wrong.

Problem 7. Is There a Significant Difference in the 
Respondents’ Assessment of  Teachers’ Behavior, 
Attitude, and Performance When Grouped 
According to Their Profile?

Table 24: Test of  Significant Difference Between the Teachers’ Behavior, Attitude, Performance when grouped 
according to Profile

Sex Civil Status Educational 
Attainment

Length of  
Service

Interpretation

F-value p-value F-value p-value F-value p-value F-value p-value
Behavior

4.
56

0.
00

01
**

S

6.
16

0.
00

01
**

S

14
.5

6

0.
00

01
**

S

2.
29

0.
01

06
*S

6.8925
0.0027
S

Attitude

8.
64

0.
00

01
**

S

3.
56

0.
00

02
**

S

5.
56

0.
00

01
**

S

2.
24

0.
01

58
*S

5.00
0.0041
S



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Performance

2.
01

0.
04

51
*S

2.
18

0.
02

91
*S

2.
1

0.
03

55
*S

1.
3

0.
24

N
S

1.8975
0.0874
NS

Overall
5.

07

0.
01

51
S 3.

96
6

0.
00

98
 

S 7.
40

6

0.
01

2 
S

1.
94

3

0.
08

9
N

S

4.5966
0.0314
S

Note: Significant if  p-value < 0.05* and Not Significant if  p-value < 0.01**

Table 24 displays the outcomes of  the statistical analysis 
examining the significant relationship between the 
evaluation of  teachers’ behavior, attitude, performance, 
and the profile of  respondents. Overall, the findings 
indicate a significant difference in the respondents’ 
assessment of  behavior, attitude, and performance when 
categorized according to their profile. respondents’ 
profiles. Specifically, the data revealed that the 
respondents’ behavior, attitude and performance in all 
four variables have a significant relationship that implies 
the organization that provides equal opportunities for 
individuals from various demographic backgrounds can 
support a perception of  fairness and non-discrimination 
within the workplace. This valuable insight offers 
opportunities for enhancing educational practices, 
promoting inclusiveness, and fostering academic success 
for all students. The absence of  a significant relationship 
suggests that individuals are complex, and their behavior, 
attitude, and performance cannot be easily predicted based 
on respondents’ profile factors alone, which emphasizes 
the importance of  considering the uniqueness of  each 
individual.
In terms of  behavior, the analysis reveals a significant 
difference across all dimensions of  respondents’ profiles. 
The F-values of  4.56, 6.16, 14.56, and 2.29 respectively, 
concerning sex, civil status, educational attainment, and 
length of  service, are significant indicators in the analysis, 
as the p-value was less than 0.05. This implies the compelled 
evidence that contributed to greater accountability and 
transparency in the education system to provide clear 
explanations and justifications for assessment outcomes, 
especially if  disparities among demographic groups are 
identified. Respondents profile and the assessment of  
teachers’ behavior also ensure fairness and equity in how 
teachers from different demographic backgrounds are 
appraised. The work ethics As a crucial personal trait, it 
speaks volumes about employees’ acknowledgment, even 
in the absence of  organizational oversight. Against this 
background, a stream of  scholars has argued that work 
ethics may not be static but can be viewed as dynamic 
(Rawwas et al., 2018).
Moving to the assessment of  attitude, similar positive 
correlations emerge with the F-value of  8.64, 3.56, 5.56, 
and 2.24, respectively, and all associated p-values below 
0. 0001. The findings suggest a strong and significant 
connection between higher levels of  teachers’ attitude 
demographic profiles among teachers. This implies that 
effective interventions in adapting their strategies can 

maintain positive teacher attitudes that contribute to a 
more inclusive learning environment for teacher well-
being. According to Schweder (2020), emotions hover like 
a shadow over the lives and work of  educators. Positive 
emotions serve as mediators in all relationships between 
mastery goal orientation and learning activity among self-
directed learners.
On the contrary, there is a notable variance in the 
evaluation of  teachers’ performance when categorized 
according to demographic profiles such as sex, civil 
status, and educational attainment with F-value of  2.01, 
2.18, and 2.1 respectively, as the p-value was less than 
0.05. This result acknowledges the impact of  educational 
attainment on performance to ensure they can meet 
performance expectations. It was also important to note 
that there was no significant difference between the 
teaching experience and the performance of  teachers, 
with the F-value of  1.3, as the p-value was greater than 
0.05. This suggest that there was no evidence to confirm 
a significant contribution of  teaching experience to the 
performance of  teachers. This implies that the number 
of  years a teacher has been in the profession may not 
be a decisive factor in determining their effectiveness. 
It suggests that teachers’ behavior and attitude play a 
role in influencing their overall performance that may 
have a measurable impact on how teachers perform in 
their roles. The respondents profile contributes to the 
overall evaluation of  teachers’ behavior, attitude, and 
performance.
In this age of  education globalization, educators play a 
crucial role in building a quality nation and in contributed 
toward cultural transformation. In this section, research 
has delved into the demographic profile of  teachers, 
such as sex, civil status, highest educational attainment 
and teaching experience as the moderating variables 
to understand how these factors shape their work 
ethics. Studies have investigated how the professional 
background of  teachers can impact their commitment 
to ethical standards and overall performance in the 
classroom. A positive and supportive professional 
environment can enhance the good behavior, attitude, 
performance and overall commitment to the teaching 
profession. In such environments if  teachers often 
feel supported by their colleagues it leads to increased 
dedication and motivation to contribute to the collective 
success of  the school. It was a belief  that diligence and 
commitment possess a moral significance, constituting an 
innate capacity, virtue, or value that enhances character 



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Am. J. Arts Hum. Sci. 3(3) 41-70, 2024

and personal abilities.Social entertainment of  this value is 
considered to enhance character through hard work that 
represents to an individual’s field of  work (Bilbao).

Problem 8. Based on the Findings of  the Study, What 
Professional Development Plan on Work Ethics Can 
be Designed?

Table 25: Matrix of  Professional Development Plan
Year 1: Skill Development and Integration

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Am. J. Arts Hum. Sci. 3(3) 41-70, 2024

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Am. J. Arts Hum. Sci. 3(3) 41-70, 2024

CONCLUSIONS
Based on the results and discussions that have been 
presented, the following conclusions were made:
Teachers’ work ethics have a bearing on the teachers’ 
behavior and attitude considering professional 
development, classroom management, attitude toward 
teaching and ethical behavior. The ethical standards 
teachers uphold significantly influence how they behave 
and their overall attitude toward their profession, 
students, and colleagues. This responsibility extends 
far beyond the mere transmission of  knowledge that 
reflects the profound impact of  ethical conduct on the 
educational experience and underscores the profound 
trust and accountability inherent in the teacher-student 
relationship. Moreover, the organizational culture within 
schools plays a pivotal role in shaping teachers’ work 
ethics and attitudes that support and collaborate in a 
work environment that values transparency, respect, and 
continuous growth and fosters a positive ethos among 
educators. By incorporating these into a well-structured 
development plan, schools can create a supportive 
environment that nurtures teachers’ commitment to 
work ethics, ultimately enhancing their behavior, attitude, 
and overall performance for the success that leads to the 
recognition and acknowledgment of  teachers’ efforts and 
achievements.

RECOMMENDATIONS
In accordance with the findings and conclusion of  
the study, the following recommendations are hereby 
presented:

1. School administrators should prioritize and 
encourage educators to engage in ongoing professional 
development opportunities to stay updated on best 
practices, advancements in pedagogy, and ethical 
standards in education. Providing access to workshops, 
seminars, conferences, and online courses can support 
educators in enhancing their skills and knowledge.

2. Teachers should engage in work ethics focused 
on providing opportunities for teachers to participate 
in leadership development programs that emphasize 
ethical decision-making, professional integrity, and the 
importance of  setting a positive example for colleagues 
and students alike. Teachers can fulfill their responsibility 
to the profession, enhance their performance, and make a 
positive impact on student learning and well-being.

3. School administrators and teachers should Implement 
a holistic evaluation system that covers all aspects of  
performance, including professional development, 
classroom management, attitudes toward teaching, and 
ethical behavior. To address any ethical concerns promptly 
and provide support for improvement, an assessment of  
ethical behavior should be integrated into the evaluation 
process. This may involve reviewing adherence to the 
school’s code of  conduct, professional ethics, and the 
ethical use of  resources. It also encourages the sharing 
of  best practices, successful strategies, and challenges 
faced. Lastly, the IPCRF of  teachers should be ensured 

to reflect the diverse responsibilities and competencies 
required for effective teaching, and guidance should be 
provided on how teachers can use the IPCRF as a tool for 
self-assessment and professional growth.

4. Teachers should contemplate adopting the 
development plan crafted as a targeted study plan on 
focusing work ethics regarding teachers’ behavior, attitude, 
and performance to professional development leading to 
meaningful and relevant professional growth that foster 
heightened self-awareness and a more comprehensive 
grasp of  the influence of  work ethics.

REFERENCES
Abba, M. (2021). Work Ethics Affecting Teachers’ Performance 

In Opol And Laguindingan District Misamis Oriental 
Bandura, H. (1967). How Social Learning Theory Works. 

Updated on October 14, 2022.Accessed: October 8, 
2023

Bhandari, P. (2020) An Introduction to Quantitative 
Research. https://www.scribbr.com/methodology/
quantitative-research

Bilbao, P. (2018). The Teaching Profession, 4th Edition, 
copyright 2018, Lorimar Publishing, Inc., Cubao 
Quezon City, Metro, Manila, Philippines. 

Bordia, D. (2022). Professional Ethics for Teachers. 
https://blog.teachmint.com/professional-ethics-for-
teachers/

Cabrera, G. A., Conde, A. C., & Angela Ingles, K. S. 
(2019).   \Difficulties   on Work-Life Balance of  
Married Career Women: The Case of  Generation X. 
Asia   Pacific Journal of  Academic Research in Business 
Administration, 5(1), 16–21

Cholbi, M.  (2022).  Philosophical Approaches to Work 
and Labor.  The Stanford  Encyclopedia of  Philosophy. 
Retrieved from https://plato.stanford.edu/archives/
spr2022/entries/work-labor/>.

Comighud, S. M., & Arevalo, M. (2020). Motivation In 
Relation To Teachers’ Performance.  International 
Journal of  Scientific and Research Publications (IJSRP), 
10(04) 

Codes of  Ethics for Educators – Education (stolaf.edu) 
https://rb.gy/wclm2b

Code of  Ethics for Professional Teachers https://
etico.iiep.unesco.org/sites/default/files/201902/
philippines_code_of_ethics_fo_professional_
teachers.pdf

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and 
learning with technology: Effectiveness of  ICT 
integration in schools. International journal of  research in 
education and science, 1(2), 175-191.

Herodotou, S., Wang, E., Swing, K., & Lee, M. (2019). 
Innovative Pedagogies of  the Future: An Evidence-
Based Selection https://www.researchgate.net/
publication/336451325

Leonard, K. (2019). Professionalism and Work Ethic. 
Updated February 06, 2019. 

Le Nestour, S., Johnson, S., & Jefferson, H. (2020). Six 
Things You Should Know about Female Teachers 



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https://journals.e-palli.com/home/index.php/ajahs

Am. J. Arts Hum. Sci. 3(3) 41-70, 2024

https://www.cgdev.org/blog/six-things-you-should-
know-about-female-teachers

Mehmood, S., Munawar, S., & Qambar, G. (2022). Attitude 
of  Professionals from Different Fields of  Life Towards 
The Teaching Profession. 5 No.3 2021. 306-311. 

Mercado, J.  O.  (2019).  Work Life Balance and Level 
of  Satisfaction among Female Teachers   Assigned to 
the Northernmost Part of  the Province of  Surigao 
del Sur, Philippines. The South East Asian Journal of  
Management, 13(2), 140–150

Miñon, C. G. (2017). Workplace spirituality, work 
ethics, and organizational justice as related to job 
performance among state university educators. Journal 
of  Teaching and Education, 7(1), 407-418

Rawwas, M. Y., Javed, B., & Iqbal, M. N. (2018). Perception 
of  politics and job outcomes: moderating role of  
Islamic work ethic. Personnel Review, 47(1), 74-94

Sanchez, O. (2022). Influence of  professional 
commitment and organizational climate on the work 
engagement of  employees in the department of  
education. International Journal of  Scientific Research and 
Management (IJSRM), 10(01), 2971-2998.

Spuhler, K., & Dew, J. (2019). Ten Years of  Marriage 

and Cohabitation Research in the Journal of  Family 
and Economic Issues. https://link.springer.com/
article/10.1007/s10834-020-09723-7

Sunanda, K.  (2018). Impact of  Work Place Ethics on 
Employee and organization Productivity. International 
Journal of  Management (IJM), 9(1), 22–28

Schweder, S. (2020). Mastery goals, positive emotions and 
learning behavior in self-directed vs. teacher-directed 
learning. European Journal of  Psychology of  Education, 
35(1), 205-223

Van Wingerden, J., & Poell, R. F. (2019). Meaningful work 
and resilience among teachers: The mediating role of  
work engagement and job crafting. PloS one, 14(9), 
e0222518.

Wang, W., & Kim, T. K. (2023). Examining the effects 
of  a performance management reform on employee 
attitudes and organizational climate. Public Management 
Review, 25(7), 1385-1407.

Yao, L., Li, P., & Wildy, H. (2021, January 26). Health-
promoting leadership: Concept, Measurement, 
and research framework. Frontiers. https://www.
frontiersin.org/articles/10.3389/fpsyg.2021.602333/
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