MEDIATING ROLE OF DEVELOPMENT PROGRAMS ON TEACHERS' WORK ETHICS AND PRODUCTIVITY: A CONCURRENT TRIANGULATION

Abstract

This study investigated the influence of teachers’ work ethics and development programs on their productivity using a convergent mixed-method design that combined quantitative surveys and qualitative interviews to provide a comprehensive understanding of the subject. Conducted in schools under the Municipality of Arakan, the study involved 200 teachers for the survey component, with 10 teachers participating in in-depth interviews and 7 in focus group discussions for qualitative insights. Results revealed that teachers exhibited high levels of work ethics, development program engagement, and productivity, with significant positive relationships between work ethics, development programs, and productivity. Regression analysis indicated that development programs significantly predicted teachers’ productivity, while work ethics alone did not, and mediation analysis showed that development programs did not significantly mediate the relationship between work ethics and productivity. The qualitative findings highlighted students’ perceptions of teachers’ empowerment through professional growth, reflective teaching, pedagogical transformation, ongoing professionalism, efficiency and innovation, structured professionalism, collaborative growth, and professional confidence, which corroborated the quantitative results. These findings imply that fostering professional development and ethical teaching practices can enhance teachers’ productivity and positively impact student learning outcomes.