Abstract
This study examined the work characteristics of 100 non-teaching personnel in the Department of Education, Division of Iligan City, for the School Year 2024–2025. The respondents were mostly female, married, and in the early to mid-career stage, with relatively limited years of service. Their overall responses rated their work characteristics as “strongly agree,” suggesting a generally positive work performance and attitude. This indicates that the personnel demonstrated high levels of commitment, efficiency, and interpersonal adaptability in fulfilling their respective duties. Statistical analysis revealed significant relationships between gender and educational attainment with work quality, and between educational attainment with other work characteristics, specifically efficiency, timeliness, and interpersonal adaptability. Educational attainment also emerged as a significant predictor of most work characteristics, reinforcing the importance of academic background in shaping workplace behaviors and performance levels among non-teaching staff. These findings emphasize the potential benefits of promoting continuous education and professional development opportunities for personnel in the education sector. Interestingly, the study found that accuracy did not significantly relate to any demographic variable, suggesting that other factors—such as individual disposition, work environment, task complexity, or motivation—might influence this particular aspect of performance. The lack of correlation between accuracy and the demographic profile indicates the need for further investigation into other possible determinants. Overall, the study highlights how educational attainment plays a vital role in influencing the quality and efficiency of non-teaching personnel’s work, while also revealing gaps that could be addressed through targeted training, supportive policies, and workplace enhancements. These insights may help guide human resource development strategies and improve overall institutional performance by focusing on both educational advancement and non-demographic factors that impact job accuracy and effectiveness. Such an approach can contribute to a more dynamic, competent, and responsive educational workforce
