Abstract
The study was conducted to find out the levels of continuing professional development, levels of self-motivation, levels of psychosocial attributes, and teacher’s productivity, as well as if continuing professional development, self-motivation, and psychosocial attributes significantly predict Teacher’s productivity, and this study determined the best model that could explain Teacher’s productivity. This study used a structural equation modeling with a total of 200 students connected in the public education were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on continuing professional development, self-motivation, psychosocial attributes and Teacher’s productivity. The result revealed that there is a high level of continuing professional development, high level of self-motivation, high level of psychosocial attributes, and high level of Teacher’s productivity. Moreover, all the variables: continuing professional development, self-motivation, and psychosocial attributes have significantly relationship with Teacher’s productivity. On the other hand, continuing professional development, was found to be the predictor of Teacher’s productivity. Lastly, the study revealed that the best model in explain the factors of Teacher’s productivity is the model five where it displays the interrelationship of continuing professional development, self-motivation and psychosocial attributes. Moreover, the indirect effect of continuing professional development and psychosocial attributes on the Teacher’s productivity. This study recommended that educators prioritize and actively engage in continuing professional development, foster internal motivation, and cultivate positive psychosocial attributes to enhance and optimize their overall productivity in the teaching profession.