Professional Life Quality and Career Sustainability of Public Elementary School Teachers

Abstract

This study aimed to determine the significant relationship between professional life quality and career sustainability among public elementary school teachers. A descriptive-correlational research design was employed. A total of 163 teachers were selected as respondents from a population of 276 using Slovin’s Formula with a 0.05 margin of error. These teachers rated the levels of professional life quality and career sustainability among public elementary school teachers in Paquibato District, Division of Davao City. Data were collected using standardized questionnaires and analyzed through Mean, Standard Deviation (SD), Pearson product-moment correlation, and multiple linear regression. The findings revealed that both professional life quality and career sustainability were at very extensive levels. Correlation analysis indicated a significant positive relationship between professional life quality and career sustainability. Further analysis showed that the domains of professional life quality—development of worker capacity, safe and healthy working conditions, total living space, and social responsibility—significantly influenced career sustainability, with development of worker capacity having the strongest impact. Based on these findings, it is recommended that school administrators enhance professional development programs, improve workplace conditions, and implement policies that support career growth and long-term engagement. Strengthening these aspects may further enhance teachers’ career sustainability, ensuring a stable, effective, and motivated teaching workforce.