Relevance of the Teachers' Association to the Welfare and Development of Public-School Teachers

This study examined the relevance of the Public-School Teachers’ Association to the welfare and professional development of teachers in the Division of San Carlos City, Negros Occidental. Specifically, it determined the level of teachers’ participation in terms of membership involvement and engagement, awareness of programs and services, and perceived benefits and support. It also assessed the association’s relevance across four domains: economic and social welfare, opportunities for professional development, advocacy and policy representation, and work-life balance and well-being. A descriptive-comparative research design was employed, utilizing a survey questionnaire administered to teachers, school heads, and Public Schools District Supervisors (PSDS). Results revealed a high level of participation overall (M = 4.13), particularly in volunteering, committee engagement, and awareness of professional development activities. Teachers perceived the association as very relevant (M = 4.14), with extremely relevant ratings in areas such as social welfare programs, scholarships and CPD access, policy consultation participation, mental health support, and equitable workload advocacy. Inferential analysis showed no significant differences in participation or perceived relevance when respondents were grouped according to member classification or years of membership (p > .05), indicating consistent perceptions across roles and membership duration. The findings suggest that the Teachers’ Association plays a vital role in promoting teacher welfare, professional growth, advocacy representation, and well-being. Sustaining meaningful engagement and strengthening support mechanisms may further enhance teacher morale, resilience, and overall educational effectiveness.