Teachers’ Perception Towards Reclassification and Their Career Motivation

Abstract

This study investigated the relationship between teachers' perceptions of the reclassification process and their subsequent motivation levels within District 2, Malaybalay City. Specifically, it examined perceptions of career growth, fairness, transparency, and support, as well as post-reclassification motivation regarding job satisfaction, commitment, and recognition. Utilizing a descriptive-correlational design, data from elementary school teachers were analyzed using weighted means, standard deviations, and Pearson r (Product-Moment Correlation Coefficient).
Findings revealed that teachers hold an "Exemplary" perception of the reclassification process across all dimensions. Furthermore, their motivation levels after reclassification were classified at a "Distinguished" level, particularly regarding salary increases and professional pride. Statistical analysis confirmed a significant relationship between these variables, indicating that the perceived integrity and clarity of the promotion system directly shape a teacher’s motivation.
The study concludes that a well-structured reclassification pathway serves as a vital catalyst for professional excellence and long-term dedication. To sustain this momentum, it is recommended that teachers proactively document milestones and mentor peers. At the same time, school heads should integrate reclassified educators into leadership roles to capitalize on their renewed commitment. Finally, the Department of Education should institutionalize regular policy reviews to ensure the process remains transparent and merit-based. Such strategic improvements to the reclassification framework are essential to sustaining a high-performing, motivated teaching force.