PROFESSIONAL ETIQUETTE AS MODERATOR ON MULTI-CULTURAL RECEPTIVITY AND WORK FULFILLMENT OF THE TEACHERS (KEY IJP************526)

• Geraldine F. Cosare

Abstract

AbstractThe current study was set to evaluate whether professional etiquette significantly moderate the relationship between multi-cultural receptivity and work fulfillment of teachers. In this study, the researcher selected the 169 public elementary school teachers in Davao Central District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Partial Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that professional etiquette and work fulfillment were described as extensive, while, multi-cultural receptivity of teachers was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among multi-cultural receptivity, work fulfillment, and professional etiquette of teachers in Davao Central District. Davao City. Evidently, heirarchical regression analysis proved that professional etiquette significantly moderates the interaction between multi-cultural receptivity and work fulfillment of teachers in Davao Central District, Davao City. In other words, professional etiquette is a significant moderator on the multi-cultural receptivity and work fulfillment of teachers since it strengthen its relationship. The study, therefore, conducted for further utilization of findings through publication in reputable research journal. Keywords: Educational management, multi-cultural receptivity, work fulfillment, professional etiqutte, regression analysis, Davao City, Philippines