Structural Equation Model on Professional Development of Public School Teachers in Relation to their Time Management, Work Task Motivation and Aspect of Identity Orientation

Abstract ―​

The study aimed to determine the best fit model for the professional development of public-school teachers in region XII. This study utilized descriptive-correlational design and employed structural equation modeling. Using a stratified random sampling technique, the researcher chose 500 public school teachers across region XII as the respondents. To gather factual data, the researcher used pilot-tested and enhanced adapted questionnaires to determine the level of time management, work task motivation, aspect of identity orientation, and the professional development of public-school teachers through a google form. Results revealed that the time management of public-school teachers in region XII is very high, whereas the work task motivation and aspect of identity orientation are high. In addition, time management, work task motivation, and aspect of identity orientation all show a significant positive correlation to professional development. Further, results showed that work task motivation and aspects of identity orientation influenced professional development. However, time management does not predict professional development. Lastly, the structural equation model 5 revealed that professional development in terms of thematic knowledge, learning environment, educational technology, planning, evaluation, and development of human resources of public-school teachers in the region is best anchored on their time management in terms of its importance, self-conscious, coping, and implementation efforts and supported by their aspect of identity orientation in terms of personal and collective identity orientation.