International Journal For Multidisciplinary Research

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Exploring Public High School Teacher’s Work Productivity and Performance: A Phenomenological Inquiry

Author(s) Kenneth T. Capillas, Jomar B. Mendoza, Mary Kaye C. Beriña
Country Philippines
Abstract The productivity and performance of teachers play crucial roles in shaping the educational landscape and enriching the learning experience for students. The study explored the experiences of teacher's productivity and performance in public high school during the school year 2023-2024. It employed descriptive phenomenological research applying the Moustakas approach with 8 participants who participated in the Focus Group Discussion (FGD). The inclusion criteria in choosing them were as follows: 1. Teachers from Teacher I to Teacher III only, 2. Length of tenure, one new (with at least 3 years in service) and one old (with at least 15 years in service). Specifically, it considered teachers per year level from Grade 7 to Grade 10 Levels. The findings revealed that teachers perceive work productivity as outcome-oriented, while performance is viewed as process-oriented. Teachers' ability to allocate time efficiently, remain focused, make informed decisions, and maintain consistency in their approach contributes significantly to their productivity and performance in the classroom. One of the recommendations proposed is that the school administration should prioritize the implementation of targeted professional development programs aimed at enhancing teachers' skills in strategic planning, time management, and student-centered teaching approaches.
Keywords Work Productivity, Performance, Descriptive-Phenomenology, Public High School Teachers
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-05
Cite This Exploring Public High School Teacher’s Work Productivity and Performance: A Phenomenological Inquiry - Kenneth T. Capillas, Jomar B. Mendoza, Mary Kaye C. Beriña - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.22014
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.22014
Short DOI https://doi.org/gtxrm6
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