# Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools

Lara Pamela Jane N. Porcadilla, Josephine B Baguio

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Lara Pamela Jane N. Porcadilla, Josephine B Baguio. Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools. Advances in Research, 2025, 26 (3), pp.697-708. 10.9734/air/2025/v26i31389. hal-05203252

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# Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools

Lara Pamela Jane N. Porcadilla 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/air/2025/v26i31389

**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/138643

## Original Research Article

Received: 16/04/2025

Accepted: 18/06/2025

Published: 19/06/2025

## ABSTRACT

This study described the career advancement and classroom adroitness of teachers in public elementary schools in Baganga District, Division of Davao Oriental. This study used the non-experimental quantitative research design utilizing a correlational method. The respondents of this study were 131 teachers in public elementary schools using the universal sampling. The data analysis utilized the mean, Pearson's r, and regression analysis. The findings disclosed that the level of career advancement in terms of commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility was high and oftentimes manifested. Moreover, the level of classroom adroitness in terms of collaboration, decision-making, resources, and communication was moderate and sometimes manifested by the teachers. It was found out that

<footnote>++ Student;</footnote>

<footnote>\* Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
there was a significant relationship between career advancement and classroom adroitness of public elementary school teachers. It was revealed further that the domains of career advancement were significantly influenced by the classroom adroitness of public elementary school teachers. Based on the findings, the public-school teachers may attend conferences and trainings from the DepEd for the professional growth program. This may provide skillful improvement for teachers with the goal of building capacity thoroughly with supported education opportunities for learners, and concurrently learn the content of better academic practices.

Keywords: Career advancement; classroom adroitness; public elementary school; descriptive-correlational; education.

# 1. INTRODUCTION

Teachers' classroom adroitness—their ability to manage instruction, behavior, and classroom dynamics with skill and efficiency, is a critical factor in promoting effective learning (Peibin et al., 2023). However, many public elementary school teachers struggle with maintaining high levels of classroom competence due to various professional and systemic challenges. These include large class sizes, lack of resources, limited professional support, and insufficient training on modern pedagogical techniques (Senyagwa, 2021). Without continued development and support, teachers may face difficulty in adapting to the diverse and evolving needs of learners. This, in turn, compromises classroom engagement, discipline, instructional delivery, and ultimately, student achievement. Addressing the issue of classroom adroitness requires a deeper look into the professional growth structures available to teachers, particularly in relation to their career progression (Humera, 2023).

In Thailand, the lesson study model empowers teachers to collaboratively refine instructional practices, linking career development directly to classroom effectiveness (Assalihee et al., 2021). Similarly, in Australia, teacher growth is supported through the Australian Professional Standards for Teachers, which tie career stages to classroom competencies and ongoing reflection (Singh et al., 2021). Moreover, South Korea, known for its rigorous teacher training and promotion system, ensures that career advancement is closely aligned with a teacher's instructional competence and classroom management skills (Rustam, 2024). These systems underscore the global recognition of the link between career progression and classroom proficiency.

In the Philippine context, classroom adroitness among public elementary school teachers

remains an area of concern, particularly in underserved and resource-limited regions. While the Department of Education promotes continuous professional development through initiatives like the Results-Based Performance Management System (RPMS) and the Philippine Professional Standards for Teachers (PPST), many teachers still experience gaps in instructional skill refinement, classroom innovation, and behavior management. These challenges are often exacerbated by limited access to quality training, mentorship, and career mobility opportunities (Callorina et al., 2024). As a result, classroom performance may stagnate, and teachers may become less motivated to pursue excellence in their teaching practice (Capulso et al., 2024).

There is a growing interest in understanding how career advancement influences classroom adroitness. Career advancement often entails access to higher professional learning, leadership responsibilities, and increased motivation—all of which can positively impact a teacher's performance in the classroom. As teachers progress in their careers, they may gain more experience, receive targeted training, and acquire refined strategies for managing diverse classroom situations (Tantawy, 2020). This study recognizes the potential that structured career development pathways have in enhancing teachers' competence and agility in the classroom, which in turn can drive better educational outcomes.

Although numerous studies have addressed career development and instructional effectiveness separately, limited research explores the direct relationship between career advancement and classroom adroitness, especially within the Philippine public elementary school setting. Most existing literature focuses on career progression in terms of salary or rank, with little attention to its impact on day-to-day classroom practices. This gap in research
highlights the need for empirical investigation into
how career advancement initiatives can serve as
catalysts for improving teachers' classroom
capabilities.

This study was conducted to determine the level
of career advancement and classroom
adroitness of public elementary school teachers
in the Baganga South District, Division of Davao
Oriental. Specifically, it aimed to assess the
extent to which career development opportunities
are associated with teachers' instructional
competence and classroom management skills,
with the goal of informing policy enhancements
and targeted support programs for teacher
growth (Fig-1).

**1.1 Statement of the Problem**

This study was conducted to determine the level
of career advancement and classroom
adroitness in the Baganga South District,
Division of Davao Oriental. Specifically, it sought
answers to the following questions:

1. What is the level of career advancement 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, and

1.5 Social responsibility?

2. What is the level of classroom adroitness of public elementary school teachers in terms of:

2.1 Collaboration,

2.2 Decision-making,

2.3 Resources, and

2.4 Communication?

3. Is there a significant relationship between career advancement and classroom adroitness of public elementary school teachers?

4. What domains of career advancement significantly influence classroom adroitness of public elementary school teachers?

**1.2 Hypotheses**

The null hypotheses were tested at 0.05 level of
significance:

The following hypotheses were tested at the 0.05
level of significance:

Ho1. There is no significant relationship between career advancement and classroom adroitness of public elementary school teachers.

Ho2. None of the domains of career advancement significantly influences classroom adroitness of public elementary school teachers.

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

## 2.1 Research Design

This study employed a non-experimental quantitative research design utilizing the correlational method. This approach was deemed suitable for examining the degree of association between career advancement and classroom adroitness among public elementary school teachers. As Baguio and Baguio (2025) emphasized, variables may be interrelated either due to shared patterns of variation or a common influencing factor. In this context, the correlational method enabled the researcher to determine whether the level of career advancement among teachers is significantly linked to their classroom adroitness. By investigating the relationship between these two constructs, the study aimed to identify patterns that could inform teacher promotion systems, professional development initiatives, and strategies for enhancing instructional effectiveness within the Baganga South District, Division of Davao Oriental.

## 2.2 Research Respondents

The respondents of this study were 131 public elementary school teachers from the Baganga South District, Division of Davao Oriental. All participating teachers were actively serving in various public elementary schools and represented diverse levels of teaching experience and instructional responsibilities. The researcher employed universal sampling in selecting the respondents, meaning the entire population of qualified teachers from the identified schools was included in the study. The participants were well-informed about the objectives of the research, and the data gathered reflected their valid and conscientious responses. The study was conducted during the school year 2022-2023.

## 2.3 Research Instrument

The instruments used in this study were self-made survey questionnaires designed to assess the career advancement and classroom adroitness of public elementary school teachers in the Baganga South District, Division of Davao Oriental. These instruments were developed by the researcher based on insights gathered from relevant literature and previous studies on teacher professional growth, career mobility, and instructional competence. Before the actual data

collection, the draft questionnaires underwent face and content validation by a panel of experts specializing in Educational Management, Human Resource Development, and Curriculum and Instruction. Based on the panel's evaluations and suggestions, appropriate revisions were made to improve clarity, ensure relevance, and align the tools with the study's objectives.

To verify the reliability and validity of the instruments, a pilot test was administered to 30 public elementary school teachers from a neighboring district within the same division who were not part of the main study. The pilot results indicated strong internal consistency, with a Cronbach's Alpha of 0.935 for the Career Advancement subscale and 0.915 for the Classroom Adroitness subscale.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure compliance with ethical standards and the protection of participants' rights. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within the Baganga South District, authorizing the conduct of the study in their respective institutions.

With all necessary permissions in place, the researcher conducted a pilot test of the survey instrument to evaluate its reliability and validity. During this pilot phase, participants were fully informed about the purpose of the study and were provided with clear instructions for accurately completing the questionnaire. Feedback from the pilot test was used to revise and refine the instrument to better align with the study's objectives. The finalized questionnaires were then distributed to the 131 public elementary school teachers selected through the universal sampling method. Once completed, the researcher personally retrieved all accomplished questionnaires. The collected data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the research 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:

Mean. This was used to determine the levels of career advancement and classroom adroitness among public elementary school teachers. It provided an overall summary of the respondents' ratings across individual items and subscales, highlighting general trends in their professional growth and classroom competence.

Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical tool was employed to examine the degree of relationship between career advancement and classroom adroitness. It allowed the researcher to assess whether a statistically significant linear correlation existed between the two variables.

Multiple Regression Analysis. This analysis was conducted to determine the extent to which specific aspects of career advancement significantly predicted classroom adroitness. It helped identify which dimensions of professional progression most strongly influenced teachers' effectiveness and adaptability in the classroom environment.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Career Advancement among Teachers in Public Elementary Schools

Presented in Table 1 is the summary of the indicators describing the level of career advancement among teachers in public elementary schools, based on the computed mean scores and corresponding descriptive levels. The indicator social responsibility received the highest mean of 4.01, categorized as "very high," suggesting that teachers strongly demonstrate accountability and involvement in their professional and community roles. This was followed by compassion with a mean of 3.86, and honesty and integrity at 3.84, both described as "high." The indicator commitment to excellence yielded a mean score of 3.59, also classified as "high." On the other hand, respect for others had the lowest mean of 2.98, categorized as "moderate," indicating a potential area for growth in fostering collegial and respectful interactions in the workplace. The overall mean of 3.66,

interpreted as "high," reflects that teachers generally exhibit a strong level of career advancement.

This suggests that, on average, public elementary school teachers in the district display commendable professional values and behaviors that support their upward mobility and development within the education sector. Their high levels of social responsibility, compassion, and integrity indicate a strong foundation for leadership, mentoring, and sustained professional growth. These attributes are essential not only for personal career advancement but also for cultivating a culture of excellence and accountability within the school community. However, attention may be needed to further strengthen interpersonal respect to ensure a more holistic and inclusive advancement framework. Enhancing respect for others can foster better collaboration, teamwork, and a more supportive work environment, which are crucial for long-term teacher retention and effectiveness.

This finding aligns with the research of Smith et al. (2024), who emphasized that high levels of career advancement among teachers are often linked to strong professional values, leadership potential, and continued commitment to growth within the education sector. Their study highlighted that teachers who consistently demonstrate excellence and integrity are more likely to gain recognition, take on leadership roles, and access career-enhancing opportunities. Similarly, Khan and Wali (2020) found that when teachers actively engage in capacity-building and professional development activities, they not only advance in their careers but also contribute positively to school improvement efforts. In addition Kumar (2024) underscored the role of social responsibility and compassion in teacher advancement, stating that educators who embody these values tend to foster stronger relationships within the school community and serve as role models for their peers.

## 3.2 Level of Classroom Adroitness among Teachers in Public Elementary Schools

Presented in Table 2 is the summary of the indicators describing the level of classroom adroitness among teachers in public elementary schools, as reflected in the computed mean scores and their corresponding descriptive
levels. The indicator resources received the highest mean of 3.73, categorized as "high," indicating that teachers are generally effective in utilizing and managing classroom materials and tools to support instruction. This was followed by collaboration, which garnered a mean of 3.41, also rated as "high," suggesting that teachers are able to work cooperatively with peers and students to enhance learning experiences. Meanwhile, communication received a mean score of 3.23, and decision-making was rated lowest with a mean of 2.29—both categorized as "moderate." The overall mean of 3.33 is interpreted as "moderate," which points to a generally sufficient but improvable level of classroom adroitness among teachers.

This finding implies that while public elementary school teachers exhibit competence in utilizing resources and fostering collaboration, there is a notable need to improve their decision-making and communication skills within the classroom context. These two areas are critical for fostering a responsive and adaptive learning environment. Weaknesses in decision-making can affect classroom management and instructional adjustments, while moderate communication skills may hinder clarity, student engagement, and

the building of strong teacher-student relationships.

This finding corresponds with the study of Barua (2023), who emphasized that moderate levels of classroom adroitness may limit teachers' ability to maximize student engagement and instructional effectiveness. Their research revealed that while some proficiency in collaboration, resource management, and classroom routines exists, gaps in communication and decision-making can hinder the smooth flow of classroom activities. Similarly, the study of Fordyce (2021) found that teachers with only moderate classroom adroitness may struggle to implement differentiated instruction and adaptive strategies, leading to reduced learning efficiency and classroom coherence. Moreover, Pang (2022) highlighted that developing high classroom adroitness requires ongoing support in professional development and reflective practice. Teachers must continuously refine their communication styles, improve their decision-making abilities, and use classroom data effectively to enhance their responsiveness and instructional agility. Without such improvements, instructional delivery may remain static and limit both teacher growth and student achievement.

<table><caption>Table 1. Level of career advancement among teachers in public elementary schools</caption><thead><tr><td>No</td><td>Indicators</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1.</td><td>commitment to excellence</td><td>3.59</td><td>High</td></tr><tr><td>2.</td><td>honesty and integrity</td><td>3.84</td><td>High</td></tr><tr><td>3.</td><td>respect for others</td><td>2.98</td><td>Moderate</td></tr><tr><td>4</td><td>Compassion</td><td>3.86</td><td>High</td></tr><tr><td>5.</td><td>social responsibility</td><td>4.01</td><td>Very High</td></tr><tr><td colspan="2">Overall</td><td>3.66</td><td>High</td></tr></tbody></table>

<table><caption>Table 2. Level of classroom adroitness among teachers in public elementary schools</caption><thead><tr><td>No</td><td>Indicators</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1</td><td>collaboration</td><td>3.41</td><td>High</td></tr><tr><td>2</td><td>decision-making</td><td>2.29</td><td>Moderate</td></tr><tr><td>3</td><td>resources</td><td>3.73</td><td>High</td></tr><tr><td>4</td><td>communication</td><td>3.23</td><td>Moderate</td></tr><tr><td colspan="2">Overall</td><td>3.33</td><td>Moderate</td></tr></tbody></table>

<table><caption>Table 3. Significant Relationship Between Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools</caption><thead><tr><td>Variables</td><td>Mean</td><td>R</td><td>R<sup>2</sup></td><td>Degree of Relationship</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Career Advancement</td><td>3.66</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td></td><td></td><td>0.740</td><td>0.547</td><td>High</td><td>0.000</td><td>Reject Ho1</td></tr><tr><td>Classroom Adroitness</td><td>3.33</td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>
## 3.3 Significant Relationship Between Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools

Presented in Table 3 is the correlation analysis between career advancement and classroom adroitness among teachers in public elementary schools. The analysis revealed a correlation coefficient (R) of 0.740 with a p-value of 0.000, which is less than the 0.05 level of significance. This indicates a high and statistically significant positive relationship between career advancement and classroom adroitness. The coefficient of determination (R²) is 0.547, suggesting that approximately 54.7% of the variation in teachers' classroom adroitness can be explained by their level of career advancement. Given the p-value is below the threshold, the null hypothesis (Ho1) is rejected, affirming that career advancement is significantly related to classroom adroitness.

This finding suggests that teachers who exhibit higher levels of career advancement are also more likely to demonstrate greater classroom adroitness. It implies that as teachers advance professionally—demonstrating strong values such as social responsibility, compassion, and integrity—they also tend to improve in essential classroom skills like collaboration, decision-making, communication, and effective use of resources. This underscores the importance of providing continuous professional growth opportunities that not only elevate teachers' career paths but also enhance their practical competencies in classroom management and instructional delivery. Promoting career development initiatives may therefore lead to improvements in overall teaching quality and student outcomes.

This finding is consistent with the study of Purniningtyas et al. (2024), who emphasized that teachers' professional growth and career advancement significantly contribute to improved classroom practices and instructional adaptability. Their research demonstrated that educators with well-developed professional values and higher career aspirations are more likely to exhibit refined classroom management and collaborative skills. Similarly, the study by Fairman et al. (2022) found that career advancement opportunities such as training, leadership roles, and recognition programs positively influence a teacher's ability to

implement effective teaching strategies, make sound decisions, and engage students meaningfully. Additionally, Bibi et al. (2024) affirmed that professional development, which is a key component of career advancement, equips teachers with the competencies necessary for enhanced classroom adroitness, particularly in areas like communication, resource management, and student engagement.

## 3.4 The Domains of Career Advancement that Significantly Influence Classroom Adroitness of Teachers in Public Elementary Schools

Presented in Table 4 is the regression analysis examining how the different domains of career advancement—commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility—significantly influence classroom adroitness among teachers in public elementary schools. The regression model, expressed as: $Classroom
Adroitness = 2.90 + 0.37 (Commitment
to
Excellence) + 0.38 (Honesty
and
Integrity) + 0.40
(Respect
for
Others) + 0.73 (Compassion) + 0.75
(Social
Responsibility)$, explains 87.0% of the variance in classroom adroitness, as indicated by the R² value of 0.870. The overall model is statistically significant, with an F-value of 58.19 and a p-value of 0.000, indicating a strong and meaningful relationship between the domains of career advancement and teachers' classroom competence.

These findings suggest that the professional values and behaviors encompassed in career advancement play a vital role in enhancing teachers' classroom effectiveness. Among the predictors, social responsibility and compassion emerged as the strongest contributors, highlighting how socially accountable and empathetic teachers tend to exhibit higher levels of classroom management, decision-making, communication, and collaboration. Equally significant are the contributions of respect for others, honesty and integrity, and commitment to excellence, which collectively foster a positive and productive classroom environment. This underscores the need for educational leaders to design development programs that strengthen not just technical skills but also ethical and interpersonal competencies, ensuring that teachers are not only skilled educators but also principled and socially responsible professionals.
<table><caption>Table 4. The Domains of career advancement that significantly influence classroom adroitness of teachers in public elementary schools</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>2.90</td><td>0.70</td><td></td><td>6.50</td><td>0.000</td><td>Significant</td></tr><tr><td>commitment to excellence</td><td>0.37</td><td>0.52</td><td>0.40</td><td>1.35</td><td>0.020</td><td>Significant</td></tr><tr><td>honesty and integrity</td><td>0.38</td><td>0.55</td><td>0.42</td><td>1.38</td><td>0.015</td><td>Significant</td></tr><tr><td>respect for others</td><td>0.40</td><td>0.58</td><td>0.44</td><td>2.40</td><td>0.028</td><td>Significant</td></tr><tr><td>compassion</td><td>0.73</td><td>0.60</td><td>0.47</td><td>3.45</td><td>0.000</td><td>Significant</td></tr><tr><td>social responsibility</td><td>0.75</td><td>0.70</td><td>0.13</td><td>3.90</td><td>0.000</td><td>Significant</td></tr></tbody></table>

Regression Model

Classroom Adroitness=2.90 + 0.37 (Commitment to Excellence) + 0.38 (Honesty and Integrity) + 0.40 (Respect for others) + 0.73 (Compassion)+0.75(Social Responsibility)

R=0.920; R²=0.870; F=58.19; p-value=0.000

This finding is consistent with the study of Iloka (2025), who emphasized the significant influence of career advancement domains, such as professional values, ethical behavior, and social involvement, on teachers' classroom performance. Their research indicated that teachers who exhibit high levels of integrity, social responsibility, and compassion are more likely to demonstrate effective classroom practices, including collaboration, communication, and decision-making. Similarly, Clinciu (2023) found that commitment to professional excellence and respect for others directly enhance a teacher's ability to manage classroom dynamics, adapt instructional strategies, and engage students meaningfully. Furthermore, Pilvera et al. (2024), noted that educators who actively cultivate professional growth areas such as honesty, compassion, and responsibility develop greater emotional intelligence and leadership potential, which significantly contribute to classroom competence and overall teaching efficacy.

## 4. CONCLUSIONS

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

Firstly, the level of career advancement among public elementary school teachers is generally high, with the highest ratings observed in the domains of social responsibility, compassion, honesty and integrity, and commitment to excellence. This suggests that teachers strongly uphold professional values that support their growth within the education sector. Their consistent demonstration of ethical conduct, accountability, and dedication to their duties reflects a deep commitment to the teaching profession.

However, the domain of respect for others received only a moderate rating, indicating a need to further cultivate interpersonal respect and collaboration in the workplace. When teachers enhance these values collectively, they contribute to a more inclusive and supportive professional environment that fosters upward mobility and long-term effectiveness.

Secondly, the level of classroom adroitness among public elementary school teachers is interpreted as moderate. While teachers show strength in collaboration and resource management, areas such as decision-making and communication were rated lower. This highlights a partial development of essential classroom skills, indicating that while some competencies are well-established, others need further support. Moderate classroom adroitness suggests that teachers may be experiencing barriers that affect their ability to fully implement effective strategies in decision-making and communication, both of which are critical for managing dynamic classroom environments.

Thirdly, a significant relationship was found between career advancement and classroom adroitness, as indicated by a high correlation coefficient. This reveals that teachers who demonstrate strong professional values and pursue career growth are more likely to exhibit better classroom competencies. The implication is that ethical behavior, compassion, and responsibility not only support personal development but also translate into more effective teaching practices. As such, professional growth is closely tied to how well teachers perform and adapt in the classroom. Finally, the domains of career advancement significantly influence classroom adroitness, with
social responsibility and compassion emerging as the most influential predictors. These are followed by respect for others, honesty and integrity, and commitment to excellence, all of which significantly contribute to teachers' classroom effectiveness. This underscores the importance of nurturing these professional attributes through continuous development programs, mentorship, and institutional support. Teachers who are socially responsible, empathetic, and principled are more likely to manage classrooms effectively, foster student engagement, and contribute to a positive learning environment. Therefore, investing in the holistic professional growth of teachers can lead to greater instructional quality and improved educational outcomes.

## 5. RECOMMENDATIONS

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

For Department of Education (DepEd) officials, it is recommended to strengthen the institutionalization of professional development frameworks that emphasize career advancement and classroom adroitness as interconnected priorities. DepEd may consider implementing competency-based training programs that highlight values such as social responsibility, compassion, and integrity, while also providing support for developing decision-making and communication skills in classroom settings. Embedding these domains into teacher evaluation systems and promotion criteria can help align advancement opportunities with effective teaching performance. Furthermore, policies that support continuous learning, ethical practice, and collaboration should be reinforced to ensure sustained professional growth among educators.

School administrators are advised to design and implement structured development programs that foster both career advancement and classroom adroitness. These programs may include peer mentoring systems, ethics-driven professional learning communities (PLCs), and workshops on emotional intelligence, classroom management, and communication strategies. Administrators should also encourage reflective practices and promote a collaborative school culture that values respect for others, as this was identified as an area needing improvement. Tailored in-service training that addresses gaps in

classroom decision-making and interpersonal communication may further enhance teachers' effectiveness and readiness for leadership roles.

For teachers, the study recommends active engagement in continuous personal and professional growth initiatives. Teachers should seek out opportunities for collaborative learning, skills enhancement, and self-reflection, particularly in areas such as compassion, social responsibility, and ethical behavior, which were shown to significantly influence classroom performance. Participating in school-based programs, goal-setting activities, and reflective journaling can help teachers align their core values with instructional strategies. By embodying these professional attributes, teachers not only improve their classroom adroitness but also serve as role models for students and colleagues.

For future researchers, it is recommended to further examine the influence of career advancement domains on specific classroom outcomes, such as instructional effectiveness, student engagement, and teacher retention. Future studies may explore longitudinal designs to assess how improvements in professional values and interpersonal skills affect long-term classroom performance. Moreover, research across different grade levels, geographic contexts, and school settings may yield valuable insights into how educational environments shape the relationship between career advancement and classroom adroitness. Investigating digital or blended professional development models could also provide innovative pathways for enhancing teacher growth in increasingly diverse learning contexts.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

Author(s) hereby declare that generative AI technologies such as Large Language Models, etc have been used during writing or editing of this manuscript. This explanation will include the name, version, model, and source of the generative AI technology and as well as all input prompts provided to the generative AI technology.

**Details of the AI usage are given below:**

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.

## CONSENT AND ETHICAL APPROVAL

The study was conducted in full compliance with established ethical guidelines to protect the rights, dignity, and welfare of all participants. Before data collection began, the researcher obtained all required approvals from relevant institutional authorities, including an endorsement from the Dean of the Graduate School and ethical clearance from the appropriate Ethics Review Committee. The ethical procedures adhered to the framework set by Pregoner et al. (2025), aligning with current standards for research involving human participants in educational contexts. Participation was completely voluntary, with all respondents clearly informed about the study's purpose, procedures, and their right to refuse or withdraw at any point without penalty. Informed consent was obtained to ensure participants' full understanding and willingness to engage in the study. To maintain anonymity and confidentiality, no personally identifiable information was collected, and all data were handled with strict privacy. The information gathered was used solely for academic purposes. These ethical practices ensured the study was conducted with integrity, transparency, and respect for all participants.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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