Abstract
This study investigates the relationship between strategic mechanisms and teachers' mobility and productivity in a public national high school, Division of Sultan Kudarat. The research aims to determine the extent to which strategic mechanisms, such as classroom observation, team supervision, evaluation, professional upgrading, and advanced learning, influence teachers' mobility (which includes transfers, promotions, and retirements), and productivity (which includes instructional competence, professional characteristics, punctuality, and attendance). A survey questionnaire collected data from 125 purposively selected teachers using a quantitative descriptive-correlational research design. The study employed descriptive statistics and correlation analysis to examine the data. Results indicate that teachers exhibit a high extent of strategic mechanisms, particularly in team supervision, evaluation, and classroom observation. Teachers generally view promotions and retirements favorably, but they are less inclined to favor transfer opportunities. Teachers' productivity receives a "Very Satisfactory" rating, demonstrating their dedication and effectiveness. The correlation analysis reveals a weak positive correlation between the teaching mechanism and teachers' mobility. Similarly, there is a moderate to strong positive correlation between the teaching mechanism and teachers' productivity. Despite positive trends, we cannot confidently assert the strategic mechanisms' impact on mobility and productivity due to their lack of statistical significance. Based on these results, the study recommends enhancing training on supervision and evaluation, reviewing teacher transfer procedures, and providing necessary resources and support to maintain high productivity levels. Implementing these recommendations can foster a culture of excellence and continuous improvement in the teaching profession.
