ABSTRACT
This study investigated the extent of cultivating self-esteem to boost organizational productivity in the Margosatubig District, Zamboanga del Sur, and its impact on greater success and development during the school year 2025–2026. Utilizing a descriptive survey method, the study involved 19 school administrators and 160 teachers selected through purposive sampling. A validated researcher-made questionnaire-checklist served as the primary data collection instrument. The variables examined included using positive affirmations correctly, identifying competencies and developing them, learning to accept compliments, eliminating self-criticism and introducing self-compassion, and affirming real worth. Statistical tools employed included weighted mean, ranking, a four-point continuum, and the $t$-test. The findings revealed that all five self-esteem cultivation variables were perceived as "Always Practiced" by both school administrators and teachers. Among the variables, eliminating self-criticism and introducing self-compassion ranked highest. Furthermore, the $t$-test computation indicated a significant difference between the responses of school administrators and teachers ($t = 10.66$ vs. critical table value of 2.306), leading to the rejection of the null hypothesis. The study concludes that systematically cultivating self-esteem among educational personnel effectively enhances confidence, motivation, and collaboration, contributing directly to organizational productivity and academic success. Recommendations include focusing on personal strengths, acknowledging professional achievements, and fostering a supportive work environment.
Keywords: Self-Esteem, Organizational Productivity, Personnel Capabilities, Emotional Intelligence, Professional Development
INTRODUCTION
Education serves as the cornerstone of national development, and school success depends heavily on the competence, commitment, and psychological well-being of educational personnel. Organizational productivity relies not only on structural policies and institutional reforms but also on the self-esteem of employees, which shapes confidence, motivation, interpersonal relationships, and work performance. In the Margosatubig District, persistent challenges such as low National Achievement Test (NAT) Mean Percentage Scores (MPS) despite various instructional interventions highlighted the need to address human and psychological factors influencing performance.
This study sought to determine whether cultivating self-esteem among educational personnel—through positive affirmations, competency development, acceptance of compliments, self-compassion, and affirmation of real worth—can serve as a sustainable organizational strategy for maximizing personnel capabilities, improving workplace relationships, and boosting overall productivity and academic achievement.
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