Abstract
This study aimed to determine the influence of socio-economic condition and work morale on the teaching performance of hinterland teachers in North I District, Iligan City Division. Data on economic status and work morale were collected from 102 chosen teacher-respondents using a descriptive-correlational research approach. Descriptive statistics, regression analysis, and Pearson's product-moment correlation were among the data analysis methods. The majority of respondents were pursuing graduate study for both career and personal development. Although the majority of respondents came from lower socioeconomic backgrounds, they had excellent work morale and generally demonstrated exceptional teaching performance as measured by the Individual Performance Commitment and Review Form (IPCRF). The findings showed no significant relationship existed between the overall respondents’ economic condition and work morale. On the other hand, there was a significant relationship between respondents’ level of work morale, economic condition and teaching performance. The non-significant findings for other socio-economic variables implied that cooperation among teachers may be more influenced by organizational culture, leadership, or intrinsic motivation rather than demographic or financial factors.This indicated that work morale may be further enhanced to increase teaching performance. To address the aforesaid challenges and to enhance the work morale and teaching performance of teachers, an intervention program was crafted and carried out.
