# Fruitfulness in the Workplace and Readiness Services of Teachers in Public Elementary Schools

Lloyd Christian R. Algabre, Josephine B Baguio

► To cite this version:

Lloyd Christian R. Algabre, Josephine B Baguio. Fruitfulness in the Workplace and Readiness Services of Teachers in Public Elementary Schools. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.210-219. 10.9734/ajess/2025/v51i72115. hal-05203263

HAL Id: hal-05203263

https://hal.science/hal-05203263v1

Submitted on 8 Aug 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
<figure><img src="image_2.png" /></figure>

# Fruitfulness in the Workplace and Readiness Services of Teachers in Public Elementary Schools

Lloyd Christian R. Algabre a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i72115

Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138657

Received: 15/04/2025

Accepted: 17/06/2025

Published: 19/06/2025

## Original Research Article

## ABSTRACT

This study was conducted in response to the growing need to understand how preparatory support mechanisms influence the performance and overall productivity of teachers in public elementary schools. Recognizing that both institutional readiness services and individual teacher fruitfulness contribute to the success of educational delivery, the study aimed to determine the significant relationship between fruitfulness in the workplace and readiness services of teachers in public elementary schools in Babak District, Division of Island Garden City of Samal. A descriptive-correlational research design was employed, with a sample of 132 public elementary school teachers selected through universal sampling. Standardized questionnaires were used to collect data, which were analyzed using mean and Pearson product-moment correlation. The results showed that readiness services (mean = 4.32) and fruitfulness in the workplace (mean = 4.25) were both rated as high. Furthermore, a significant positive relationship between the two variables was

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
found. Based on these findings, it is recommended that schools strengthen readiness programs that enhance teacher preparedness and capacity-building efforts. Additionally, school administrators are encouraged to cultivate a more supportive and conducive work environment that promotes teacher productivity and positively impacts student learning outcomes.

Keywords: Fruitfulness in the workplace; readiness services of teachers; public elementary school teachers; descriptive-correlational; education.

# 1. INTRODUCTION

Teachers' readiness services in public elementary schools have increasingly come under scrutiny due to inconsistencies in instructional delivery, student engagement, and adaptation to new educational demands. Readiness services refer to the preparedness of teachers to implement curriculum, apply effective teaching strategies, and manage diverse classrooms efficiently (Hudson et al., 2020). Despite continuous professional development efforts, a significant number of teachers still struggle with implementing differentiated instruction, integrating technology, and responding to students' socio-emotional needs (Gibbs, 2023). This problem hinders students' academic growth and challenges the realization of holistic basic education goals. Thus, it becomes imperative to examine the underlying conditions that may influence teachers' readiness services in the workplace.

Globally, instructive development of teachers is recognized as a foundational component of quality education. In Finland, sustained mentorship programs and structured induction periods enhance teacher preparedness and effectiveness (Tynjälä et al., 2021). In Singapore, ongoing professional learning communities and outcome-based evaluation frameworks support continuous growth in instructional capacities (Hairon, 2020). Meanwhile, in Canada, policy frameworks emphasize both emotional intelligence and pedagogical mastery as key indicators of teacher readiness (MacCann et al., 2020). These international practices affirm that instructive development—whether through formal training, mentorship, or reflective practice—is critical in equipping teachers for effective service delivery.

In the Philippines, readiness services remain a central focus in basic education reforms, especially following the implementation of the K-12 curriculum. However, many teachers in public elementary schools still report challenges in meeting instructional demands due to inadequate

training, lack of classroom resources, and limited administrative support (Robosa et al., 2021). The Department of Education has initiated programs such as the Learning Action Cell (LAC) and the Professional Development Plan to improve teacher readiness, but their implementation and sustainability vary widely across regions (Culajara, 2023). This situation underscores the need to identify additional workplace factors that may enhance readiness services among teachers.

One such factor is fruitfulness in the workplace, which pertains to a teacher's sense of professional fulfillment, engagement, and productivity in their teaching environment. A fruitful workplace may foster motivation, collaboration, and innovation, which can directly contribute to improved readiness services (Nurhaeda et al., 2023). When teachers feel valued, supported, and empowered, they are more likely to adopt student-centered practices and respond effectively to classroom challenges (Van den Hoed et al., 2022). Thus, examining the relationship between fruitfulness in the workplace and readiness services provides insights into how organizational climate and individual motivation shape instructional effectiveness.

Despite numerous studies on teacher performance and workplace satisfaction, few have explored how workplace fruitfulness specifically affects teachers' readiness services, particularly in the Philippine public school setting. Most local research tends to isolate either work environment or professional preparedness without establishing how they interact (Kilag et al., 2023). This gap presents an opportunity to understand the extent to which workplace conditions influence teachers' capacity to deliver quality education, thereby informing targeted interventions for school improvement.

This study aimed to determine the significant relationship between fruitfulness in the workplace and readiness services of teachers in public elementary schools in Babak District, Division of Island Garden City of Samal. Through this
investigation, the study hopes to contribute to a better understanding of how professional engagement and workplace conditions impact the instructional preparedness of teachers, leading to improved educational outcomes in the public school system.

The conceptual framework in Fig. 1 was developed to illustrate the direct relationship between fruitfulness in the workplace and readiness services of teachers. It proposes that effective readiness services lead to enhanced teacher productivity by equipping educators with the necessary support, skills, and motivation. This framework provides the theoretical foundation for understanding how institutional readiness contributes to individual teacher outcomes. This framework is anchored in Herzberg's Two-Factor Theory (1959), which distinguishes between hygiene factors and motivators. In this context, readiness services align with hygiene factors that help prevent dissatisfaction, while fruitfulness reflects the motivators that drive performance and personal fulfillment. The integration of this theory offers a structured lens to interpret the interplay between fruitfulness in the workplace and readiness services of teachers. Fruitfulness in the workplace is operationally defined as the degree to which teachers demonstrate efficiency, creativity, goal achievement, and engagement in their professional tasks. Readiness services refer to the institutional mechanisms that prepare and support teachers, such as access to professional development, mentoring, teaching resources, and administrative assistance.

This study aimed to examine the relationship between teachers' productivity, referred to as fruitfulness in the workplace and the readiness services provided to public elementary school teachers. The primary objective was to explore how the availability and quality of institutional support mechanisms influence teachers' ability to perform effectively in their instructional roles. Specifically, it sought to answer the following questions:

1. What is the level of fruitfulness in the workplace of public elementary school teachers in terms of:

1.1. commitment to excellence;

1.2. honesty and integrity;

1.3. respect for others;

1.4. compassion;

1.5. professional responsibility; and

1.6. social responsibility?

2. What is the level of readiness services of teachers in public elementary schools in terms of:

2.1. instructional leadership;

2.2. school climate development;

2.3. community collaboration;

2.4. data-based decision-making;

2.5. resource and facility management;

2.6. use of community resources;

2.7. communication; and

2.8. development of school vision?

3. Is there a significant relationship between the level of fruitfulness in the workplace and the readiness services of teachers in public elementary schools?

## 1.1 Statement of the Problem

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>
## 1.2 Hypotheses

The null hypothesis was tested at 0.05 level of significance:

Ho1. There is no significant relationship between fruitfulness in the workplace of teachers in public elementary schools and their readiness services.

# 2. METHODOLOGY

## 2.1 Research Design

This study employed a non-experimental quantitative research design utilizing the correlational method. This approach was deemed appropriate for determining the degree of association between fruitfulness in the workplace and the readiness services of teachers in public elementary schools. As Pregoner (2024) emphasized, variables may be related either due to shared patterns of variation or as a result of common influencing factors. In this context, the correlational method allowed the researcher to assess whether higher levels of workplace fruitfulness are linked to greater readiness services among teachers. By identifying the relationship between these two variables, the study sought to contribute to the enhancement of professional conditions and instructional preparedness in public elementary schools in the Babak District, Division of Island Garden City of Samal.

## 2.2 Research Respondents

The respondents of this study were 132 public elementary school teachers from the Babak District, Division of Island Garden City of Samal. Out of a total population of 220, the sample size was determined using Slovin's Formula at a 0.05 margin of error. Universal sampling was utilized in selecting the respondents, ensuring that all teachers with at least three years of teaching experience were included in the study. These teachers were considered capable of providing valid and informed responses about the levels of fruitfulness in the workplace and their corresponding readiness services. The study was conducted during the school year 2024–2025.

## 2.3 Research Instrument

The instruments used in this study were self-made survey questionnaires designed to assess

the fruitfulness in the workplace and the readiness services of public elementary school teachers in the Babak District, Division of Island Garden City of Samal. These instruments were developed by the researcher based on insights gathered from relevant literature and previous studies on teacher productivity, professional motivation, instructional preparedness, and service delivery in educational settings. Prior to the actual data collection, the draft questionnaires underwent face and content validation by a panel of experts in the fields of Educational Management, Educational Psychology, and Curriculum and Instruction. Based on the panel's feedback and recommendations, necessary revisions were made to improve clarity, ensure content relevance, and align the instruments with the study's objectives.

To ensure the reliability and validity of the instruments, a pilot test was conducted with 30 public elementary school teachers from another school within the same district who were not part of the main study. The results of the pilot test showed acceptable reliability, with a Cronbach's Alpha of 0.718 for the Fruitfulness in the Workplace subscale and the Readiness Services subscale, indicating that the questionnaire was internally consistent and suitable for use in the actual study.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of ethical and systematic procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges. Upon approval, a formal request was submitted to the Office of the Schools Division Superintendent of the Division of Island Garden City of Samal. Once approved, an endorsement letter was issued to the School Heads of public elementary schools in Babak District to authorize the conduct of the study in their respective institutions.

Subsequently, the researcher conducted a pilot testing of the instrument to evaluate its validity and reliability. During the pilot phase, respondents were briefed about the purpose of the study and were provided with clear instructions on how to complete the survey. Based on feedback from the pilot test, necessary revisions were made to refine the instrument. The final questionnaires were then distributed to the 132 qualified respondents. After
administration, the researcher personally retrieved the completed questionnaires. The data collected were turned over to a professional statistician for proper tabulation and statistical analysis based on the study's objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Weighted Mean. This was used to determine the levels of fruitfulness in the workplace and readiness services among public elementary school teachers. It provided a summary measure of respondents' perceptions based on the numerical responses across each subscale.

Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical tool was utilized to examine the degree of relationship between fruitfulness in the workplace and readiness services of teachers. It allowed the researcher to assess whether a significant linear correlation existed between the two main variables of the study.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Fruitfulness in the Workplace of Public Elementary School Teachers

Presented in Table 1 is the summary of the domains in the level of fruitfulness in the workplace among teachers in public elementary schools, which includes commitment to excellence, honesty and integrity, respect for others, compassion, professional responsibility, and social responsibility. The domain with the highest mean score is professional responsibility at 4.02, followed closely by respect for others at 4.01, both categorized as "high." Commitment to excellence received a mean of 3.99, while social responsibility and compassion garnered means

of 3.97 and 3.92, respectively. The lowest mean was noted in honesty and integrity at 3.89, although still rated as "high." The overall mean score of 3.97 suggests that teachers consistently manifest a high level of fruitfulness in their workplace practices.

The overall standard deviation of 0.33 indicates that responses were relatively consistent, with minimal variation among teachers. This outcome suggests that core professional and ethical values are uniformly demonstrated by public elementary school teachers in the district. Teachers are likely to uphold professional standards, show consideration toward colleagues and students, and fulfill their roles with a sense of accountability and care.

This result supports the findings of Gistituati (2020), who emphasized that teacher productivity is reinforced by a work culture that values ethics, collaboration, and purpose-driven teaching. His study revealed that fruitfulness in the workplace, grounded in professional values, enhances overall performance and leads to more meaningful engagement in educational settings. Likewise, Khanian et al. (2024) found that professional responsibility and compassion are strong predictors of organizational commitment, particularly among teachers who perceive their role as vital to student development and community trust. Their research indicated that such values not only promote a stable teaching force but also foster positive school climates that benefit both educators and learners. Additionally, the study of Wu (2024) underscored that fruitfulness in the workplace—characterized by integrity, excellence, and social responsibility—significantly enhances job satisfaction and contributes to improved classroom practices. Teachers who consistently demonstrate these attributes tend to build stronger relationships with students, implement more effective instructional strategies, and sustain higher levels of motivation and professional fulfillment.

<table><caption>Table 1. Level of Fruitfulness in the Workplace of Public Elementary School Teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Commitment to Excellence</td><td>0.41</td><td>3.99</td><td>High</td></tr><tr><td>Honesty and Integrity</td><td>0.38</td><td>3.89</td><td>High</td></tr><tr><td>Respect for Others</td><td>0.36</td><td>4.01</td><td>High</td></tr><tr><td>Compassion</td><td>0.40</td><td>3.92</td><td>High</td></tr><tr><td>Professional Responsibility</td><td>0.42</td><td>4.02</td><td>High</td></tr><tr><td>Social Responsibility</td><td>0.39</td><td>3.97</td><td>High</td></tr><tr><td>Overall</td><td>0.33</td><td>3.97</td><td>High</td></tr></tbody></table>
## 3.2 Level of Readiness Services of Teachers in Public Elementary Schools

Presented in Table 2 are the domains in the level of readiness services of teachers in public elementary schools, including instructional leadership, school climate development, community collaboration, data-based decision-making, resource and facility management, use of community resources, communication, and development of school vision. Among these, school climate development received the highest mean of 4.01, categorized as "high," followed by resource and facility management with a mean of 3.99. Both communication and development of school vision obtained a mean score of 3.98, while instructional leadership and use of community resources each had a mean of 3.97. Community collaboration yielded a mean of 3.96, while data-based decision-making received the lowest mean of 3.93, all falling under the "high" descriptive level. The overall mean of 3.97 indicates that teachers generally possess a high level of readiness in delivering services aligned with key educational leadership functions.

The overall standard deviation of 0.39 suggests that responses were moderately consistent and clustered closely around the mean. This implies that teachers across the sampled schools demonstrate similar levels of engagement and

preparedness in fulfilling leadership and collaborative roles within their institutions. Their readiness in managing resources, leading instructional practices, and fostering community partnerships reflects a strong commitment to school improvement and educational outcomes.

This result supports the findings of Livet et al. (2020), who emphasized that effective readiness services, such as clear communication, data-informed planning, and collaborative leadership, contribute significantly to the success of educational programs in public schools. Their study indicated that teachers who actively participate in strategic planning and community involvement help build resilient and adaptive school environments. Likewise, Low et al. (2021) found that readiness services, particularly in resource and facility management and instructional leadership, are essential in ensuring the smooth implementation of reforms and sustaining student-centered initiatives. Furthermore, the study of Kusumaningtyas et al. (2020) revealed that teachers equipped with readiness competencies enhance institutional effectiveness by reinforcing accountability, shared vision, and evidence-based decision-making. When readiness services are well-established, teachers are empowered to perform their roles more efficiently and contribute meaningfully to school development and innovation.

<table><caption>Table 2. Level of Readiness Services of Teachers in Public Elementary Schools</caption><thead><tr><th>Domains</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>Instructional Leadership</td><td>0.41</td><td>3.97</td><td>High</td></tr><tr><td>School Climate Development</td><td>0.38</td><td>4.01</td><td>High</td></tr><tr><td>Community Collaboration</td><td>0.43</td><td>3.96</td><td>High</td></tr><tr><td>Data-based Decision-making</td><td>0.45</td><td>3.93</td><td>High</td></tr><tr><td>Resource and Facility Management</td><td>0.40</td><td>3.99</td><td>High</td></tr><tr><td>Use of Community Resources</td><td>0.39</td><td>3.97</td><td>High</td></tr><tr><td>Communication</td><td>0.42</td><td>3.98</td><td>High</td></tr><tr><td>Development of School Vision</td><td>0.44</td><td>3.98</td><td>High</td></tr><tr><td><strong>Overall</strong></td><td><strong>0.39</strong></td><td><strong>3.97</strong></td><td><strong>High</strong></td></tr></tbody></table>

<table><caption>Table 3. Significant Relationship Between Fruitfulness in the Workplace and Readiness Services of Teachers in Public Elementary Schools</caption><thead><tr><th>Variables</th><th>Mean</th><th>SD</th><th>R</th><th>R<sup>2</sup></th><th>Degree of Relationship</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Fruitfulness in the Workplace</td><td>3.97</td><td>0.33</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Readiness Services</td><td>3.97</td><td>0.39</td><td>0.891</td><td>0.79</td><td>Very High</td><td>0.000</td><td>Reject Ho<sub>1</sub></td></tr></tbody></table>
## 3.3 Significant Relationship Between Fruitfulness in the Workplace and Readiness Services of Teachers in Public Elementary Schools

Presented in Table 3 is the correlation analysis between the level of fruitfulness in the workplace and the readiness services of teachers in public elementary schools. The computed correlation coefficient (R) is 0.891 with a p-value of 0.000, which is less than the 0.05 level of significance. This indicates a very high and statistically significant positive relationship between fruitfulness in the workplace and readiness services. The R² value of 0.79 suggests that 79% of the variation in teachers' workplace fruitfulness can be attributed to their level of readiness services. As the p-value is less than 0.05, the null hypothesis (Ho₁) is rejected, confirming a significant relationship between the two variables.

This finding implies that teachers who demonstrate higher levels of fruitfulness in the workplace are more likely to exhibit greater readiness services. The result underscores the importance of cultivating strong leadership capabilities, effective communication, and collaborative engagement as essential components of workplace productivity and growth. When teachers are well-prepared and equipped with the necessary skills to manage instruction, collaborate with stakeholders, and use resources efficiently, their workplace contributions are significantly enhanced.

This result supports the findings of Nurhaeda et al. (2024), who emphasized that readiness services such as effective instructional leadership, data-driven decision-making, and communication are vital for improving teachers' performance and productivity. Their study noted that when teachers are equipped with the tools and support systems needed for success, they are more likely to demonstrate high commitment and output in their schools. Likewise, Van den Hoed et al. (2024) found that readiness in managing community resources, building a positive school climate, and developing a shared vision contributed directly to greater teacher engagement and school performance. Furthermore, the work of Ellington (2023) highlighted that teachers' fruitfulness in the workplace is driven by their ability to align leadership practices with institutional goals, collaborate across departments, and make strategic decisions.

## 4. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of fruitfulness in the workplace among public elementary school teachers is often observed, with teachers demonstrating a strong commitment to excellence, honesty and integrity, respect for others, compassion, professional responsibility, and social responsibility. This indicates that teachers consistently exhibit positive work values and ethical behavior, which are essential in creating a productive and harmonious school environment. A strong sense of workplace fruitfulness helps teachers perform their duties with integrity, collaborate effectively with colleagues, and serve as role models for students. When teachers uphold these values, they become more effective in promoting a culture of excellence and accountability within the school community.

Secondly, the level of readiness services among teachers is often observed, particularly in the areas of instructional leadership, school climate development, community collaboration, data-based decision-making, resource and facility management, communication, and the development of school vision. This finding suggests that teachers actively fulfill their professional responsibilities and are well-prepared to respond to the dynamic needs of the school system. Strong readiness services enable teachers to lead, coordinate, and support educational programs more efficiently, ensuring the delivery of quality education. When teachers consistently exhibit readiness in these areas, they become more capable of managing academic tasks, fostering stakeholder engagement, and contributing to the overall improvement of school performance.

Thirdly, a significant relationship between fruitfulness in the workplace and readiness services was observed. This indicates that teachers who demonstrate high levels of fruitfulness in their professional duties are more likely to exhibit readiness in their roles. Readiness services such as leadership, communication, and collaboration enhance teachers' ability to act responsibly, ethically, and productively. When teachers are well-equipped with the necessary competencies and support systems, they can perform more efficiently, make informed decisions, and build stronger relationships with students, peers, and the
community. As a result, their readiness in the
workplace becomes more evident and impactful.

**5. RECOMMENDATIONS**

Based on the findings and conclusions of
this study, the following recommendations
were proposed:

For DepEd officials, it is recommended to institutionalize capacity-building programs that promote workplace fruitfulness and readiness services among teachers. These may include the integration of core values such as excellence, integrity, and social responsibility into national teacher standards and performance evaluation frameworks. Additionally, policies that support the enhancement of teacher readiness in instructional leadership, community collaboration, and school climate development should be promoted to ensure schools are equipped with competent and value-driven educators.

School administrators are advised to implement structured initiatives that cultivate workplace fruitfulness, including value formation seminars, ethical leadership forums, and peer coaching programs. Administrators are also encouraged to enhance readiness services by offering targeted training in data-driven decision-making, resource and facility management, and the development of a shared school vision. Providing continuous support through mentoring, resource allocation, and collaborative planning will help reinforce both values-based teaching and professional readiness. Fostering a workplace environment that values collaboration, accountability, and empathy will further strengthen teacher engagement and school improvement.

For teachers, the study recommends taking an active role in enhancing both their fruitfulness and readiness in the workplace. This includes engaging in self-reflection, practicing ethical behavior, and participating in professional learning communities. Teachers are encouraged to build partnerships with colleagues and community stakeholders, apply data-informed strategies in teaching, and participate in school improvement planning. By exemplifying responsibility, compassion, and leadership, teachers contribute to a nurturing and performance-driven educational environment that benefits learners and stakeholders alike.

Lastly, for future researchers, it is recommended
to examine how workplace fruitfulness and

readiness services influence other dimensions of
school performance, such as student
achievement, organizational culture, and teacher
retention. Further studies could also investigate
the impact of intervention programs on
strengthening teacher values and readiness
competencies across various educational
settings. Expanding the scope of research to
include private schools, secondary education,
and multicultural contexts may provide richer
insights into fostering a values-driven and future-
ready teaching workforce. This study is limited to
public elementary school teachers within the
Babak District and relies solely on self-reported
data gathered through standardized
questionnaires. These limitations may affect the
generalizability and objectivity of the findings.
Future studies are encouraged to expand the
geographic coverage, utilize multiple data
sources, and apply mixed-method approaches to
provide a more comprehensive understanding of
the relationship between fruitfulness in the
workplace and readiness services of teachers.

CONSENT AND ETHICAL APPROVAL

The conduct of this study strictly adhered to established ethical standards to protect the rights, dignity, and welfare of all participants. Prior to data collection, the researcher obtained the necessary approvals from institutional authorities, including an official endorsement from the Dean of the Graduate School and ethical clearance from the designated Ethics Review Committee. The research procedures followed the ethical principles outlined by Pregoner et al. (2025), ensuring compliance with current protocols for conducting studies involving human subjects within educational environments. Participation in the study was entirely voluntary, with all participants fully informed about the nature, purpose, procedures, and their right to refuse or withdraw at any time without penalty. Informed consent was secured to affirm their willingness and understanding before participating. To uphold confidentiality and privacy, no personally identifiable information was collected, and all responses were handled with strict confidentiality. The data collected were used solely for academic purposes. These ethical safeguards ensured the study was conducted with integrity, transparency, and professional regard for all individuals involved.

DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI
technologies have been used during the writing
and editing of this manuscript. The details of the
Al usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. **Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

COMPETING INTERESTS

Authors have declared that no competing
interests exist.

REFERENCES

Culajara, C. J. (2023). Improving teachers' professional development through School Learning Action Cell (SLAC). *Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE)*, 13(1). https://doi.org/10.37134/jrpptte.vol13.1.6.2 023

Ellington, L. M. (2023). Mattering: Shaping organizational leadership practices. *International Journal of Adult Education and Technology (IJAET)*, 14(1), 1–11.
https://www.igi-global.com/article/mattering/329603

Gibbs, K. (2023). Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. *The Australian Educational Researcher, 50*(4), 1217–1232.
https://link.springer.com/article/10.1007/s1 3384-022-00551-2

Gistituati, N. (2020, December). Analysis of factors affecting teachers’ productivity. In *2nd International Conference Innovation in Education (ICoIE 2020)* (pp. 395–399). Atlantis Press. https://www.atlantis-press.com/proceedings/icoie-20/125948044

Hairon, S. (2020). Back to the future: Professional learning communities in Singapore. *Asia Pacific Journal of Education, 40*(4), 501–515.
https://www.tandfonline.com/doi/abs/10.10 80/02188791.2020.1838880

Hudson, S., Young, K., Thiele, C., & Hudson, P. (2020). An exploration of preservice teachers' readiness for teaching in rural and remote schools. *Australian and

International Journal of Rural Education,
30(3), 51–68.
https://search.informit.org/doi/abs/10.3316/
informit.537449441597973

Khanian, A., Homayuni, A., Jamshidian, Z., & Salehi, A. (2024). Investigating the correlation between organizational ethics and professional ethics with job burnout and organizational commitment: a cross-sectional study in the nursing staff. BMC Nursing, 23(1), 560.
https://link.springer.com/article/10.1186/s1 2912-024-02219-x

Kilag, O. K. T., Uy, F. T., Calledo, M. F. S., Cerna, Y. T. D., Villanueva, K. M., & Angtud, N. A. A. (2023). Quality performance of teachers: work environment, work attitude, and principal supervision: qualitative investigation. *Science and Education, 4*(7), 415–429.

Kusumaningtyas, D. A., Jumadi, E. I., & Sulisworo, D. (2020). The Readiness of the Teacher Training Institution in Preparing Teacher Competencies. *Universal Journal of Educational Research, 8*(8), 3751–3758.
https://eprints.uad.ac.id/32635/1/Korespon densi%20UJER.pdf

Livet, M., Yannayon, M., Richard, C., Sorge, L., & Scanlon, P. (2020). Ready, set, go!: exploring use of a readiness process to implement pharmacy services. *Implementation Science Communications*, 1, 1–16.
https://link.springer.com/article/10.1186/s4 3058-020-00036-2

Low, S. P., Gao, S., & Ng, E. W. L. (2021). Future-ready project and facility management graduates in Singapore for industry 4.0: Transforming mindsets and competencies. *Engineering, Construction and Architectural Management, 28*(1), 270–290.
https://www.emerald.com/insight/content/d oi/10.1108/ecam-08-2018-0322/full/html

MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. *Psychological Bulletin*, 146(2), 150.
https://psycnet.apa.org/fulltext/2019- 74947-001.html

Nurhaeda, Z., Maryadi, M., Salim, M., & Kitta, S. (2024). The Relationship Between Employee Motivation, Creativity and Performance. *Paradoks: Jurnal Ilmu Ekonomi*, 7(4), 466–480.
https://jurnal.feb-umi.id/index.php/ PARADOKS/article/view/991

Pregoner, J. D. (2024). Research approaches in education: A comparison of quantitative, qualitative and mixed methods. *IMCC Journal of Science*, 4(2), 31–36.
https://hal.science/hal-04655066/

Pregoner, J. D., Leopardas, R., Ganancial, I. J., Baguhin, M., & Sedo, F. (2025). Ethical Issues in Conducting Research Using Human Participants in the Post-COVID Era. *IMCC Journal of Science*, 5(1), 1–9.
https://hal.science/hal-05073466/

Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges faced of the public school teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. *International Journal of Advance Research and Innovative Ideas in Education*, 7(1), 1342–1361.
https://doi.org/10.6084/m9.fishshare.14028833.v1

Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. (2021). Finnish model of peer-group mentoring: review of research. *Annals of the New York Academy of Sciences*, 1483(1), 208–223.
https://nyaspubs.onlinelibrary.wiley.comdoi/abs/10.1111/nyas.14296

Van den Hoed, M. W., Backhaus, R., de Vries, E., Hamers, J. P., & Daniëls, R. (2022). Factors contributing to innovation readiness in health care organizations: a scoping review. *BMC Health Services Research*, 22(1), 997.
https://link.springer.com/article/10.1186/s12913-022-08185-x

Wu, H. (2024). The Impact of Employee Satisfaction on Firm Profitability: A Focus on Employee Performance and Customer Satisfaction. *Journal of Applied Economics and Policy Studies*, 10, 62–72.
https://www.ewadirect.com/journal/jaeps/article/view/16092

**Disclaimer/Publisher's Note:** The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of the publisher and/or the editor(s). This publisher and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

© Copyright (2025): Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Peer-review history:
The peer review history for this paper can be accessed here:
https://pr.sdiarticle5.com/review-history/138657