Compensation Package on Public School Teachers’ Work Performance

Abstract

This study examined the relationship between the compensation package and the work performance of public school teachers in the Maramag III District, Division of Bukidnon. A standardized survey instrument was used to collect data on monetary compensation, non- monetary compensation, and three dimensions of teacher work performance: task performance, contextual performance, and adaptive performance. The findings showed that public school teachers perceived their overall compensation package, both monetary and non- monetary, to be at a high level. This positive perception was reflected in the teachers' strong task, contextual, and adaptive performance. The compensation package, particularly the monetary components, had a stronger positive correlation with task performance compared to contextual and adaptive performance. These results highlight the importance of considering the multifaceted nature of work performance and the complex relationships between compensation and different dimensions of teacher performance when designing and implementing effective compensation policies. The study provides valuable insights for policymakers and school administrators to develop a comprehensive compensation strategy that can attract, retain, and motivate high- performing public school teachers.