Examining the Relationship between Work Values and Teaching Performance of Teachers

Abstract

Aims: This study examines the relationship between work values and teaching performance among teachers in a diocesan school and explores differences in perceived importance based on demographic factors. Study Design: Descriptive correlational design. Place and Duration of Study: Archdiocese of Ozamiz, academic year 2023-2024. Methodology: Data were collected from 229 elementary, junior high school, and senior high school teachers across 15 schools. The research used Donald Super's Work Values Inventory to evaluate work values, focusing on achievement, discipline, creativity, and management. The ACE Performance Evaluation System for Teachers was used to assess teachers' performance, focusing on instructional competence, professional characteristics, and punctuality and attendance. The system evaluates teaching methods, student achievement, community involvement, communication skills, and punctuality, providing a comprehensive framework for evaluating instructional quality and professional behavior. Results: Teachers rated achievement, discipline and orderliness, creativity, and management as highly important work values. Their teaching performance was rated very satisfactory, with discipline and orderliness showing a significant link to effectiveness. While civil status and length of service did not affect perceptions of work values, age and creativity showed significant                differences. Conclusion: Teachers value various work attributes. Their impact on teaching performance varies, with discipline and orderliness playing a key role. It recommends strengthening professional development, mentorship, and assessments to reinforce essential values, encouraging teachers to engage in continuous growth, and exploring additional factors influencing teaching effectiveness in ACE schools.