Workforce Diversity and Work Adjustment Towards Productivity, Performance, and Resiliency of Public Elementary School Teacher

Abstract ―​

This study was conducted to determine the relationship between workforce diversity and work adjustment towards productivity, performance and resiliency for public elementary school teachers. The Descriptive-Correlational research design was adopted and the statistical tools such as mean and standard deviation were utilized to test the relationship of the independent and dependent variables. Hypotheses were tested and the findings revealed the following information: the findings indicate a significant relationship between workforce diversity and teaching performance, as well as between teachers' work adjustments and their teaching performance, leading to the rejection of the respective null hypotheses. Having all those findings, this study recommends that: the school may introduce diversity training programs to cultivate inclusive practices and cultural awareness among educators. Tailored professional development opportunities addressing teachers' experience levels and religious affiliations should be provided to enhance their professional growth. Fostering a collaborative work environment through team-building activities and knowledge-sharing forums is recommended. Offering workshops on time management and stress reduction techniques can aid teachers in achieving a healthy work-life balance. Developing training sessions focusing on effective teaching methods and communication strategies is essential for improving student learning outcomes. Regular recognition of teachers' achievements is crucial for boosting morale and productivity. Establishing mentorship programs to support teachers in building resilience and coping strategies is advisable. Promoting diversity in hiring practices can contribute to creating a more representative teaching workforce. Providing ongoing support and resources to assist teachers in adapting to their roles and overcoming challenges is vital for enhancing teaching performance. Additionally, future research endeavors could explore broader regional or national contexts to yield comprehensive insights.