Abstract
This study examined the relationship between public elementary teachers’ personal and professional growth and the administrative support provided by school heads in the Division of Koronadal City for the 2024–2025 school year, with the aim of developing and validating a Moral Recovery Program (MRP) based on the findings. Employing a correlational research design, the study involved 30 teachers from six public elementary schools. It utilized validated instruments to assess personal and professional development, administrative support, and the validity of the proposed program. Results showed that teachers attained a moderately high level of acquisition in personal and professional growth (overall mean = 3.06), particularly in the areas of philosophy of teaching, dignity of the profession, professional relationships, reflective practice, and goal-setting. Similarly, administrative support was rated moderately high (overall mean = 2.95), with emotional support obtaining the highest rating and financial support the lowest. Correlational analyses revealed no significant relationship between administrative support and teachers’ personal and professional development, as indicated by financial support (rs = 0.192, p = 0.310), technical support (r = –0.074, p = 0.698), and emotional support (rs = 0.189, p = 0.316). These findings suggest that existing support mechanisms may not be strategically aligned to promote measurable growth. In response, an MRP was developed and evaluated as very highly valid (overall mean = 4.84) in terms of content, relevance, usability, acceptability, and appropriateness. The study concludes that while teachers demonstrate intrinsic motivation for personal and professional growth, more intentional, structured, and values-oriented support systems, such as the developed MRP, are vital further to enhance their moral recovery and holistic professional development.
