2026 IJRSE – Volume 15 Issue 4
Available Online: 22 February 2026
Author/s:
Caldito, Leo V.*
Nueva Vizcaya State University, Philippines (leo.caldito001@deped.gov.ph)
Ocampo, Imelda S.
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study employed a quantitative research design using a descriptive–correlational method to examine the global citizenship values and holistic job fulfillment of 85 public elementary school teachers in Aritao II District during the academic year 2025–2026. Data were gathered through a validated and reliable structured questionnaire and analyzed using mean and Spearman Rank Correlation at the 0.05 level of significance. The study assessed teachers’ global citizenship values across the dimensions of universalism, benevolence, self-direction, stimulation, hedonism, achievement, power, conformity, tradition, and security, as well as their holistic job fulfillment in terms of job engagement, job satisfaction, job motivation, and job enrichment. Findings revealed that teachers demonstrated an Outstanding level of global citizenship values, indicating strong internalization of ethical principles, social responsibility, cultural respect, and global awareness. Tradition and security emerged as the highest-rated dimensions, reflecting teachers’ emphasis on cultural heritage, stability, and safety. Results also showed a Very Good level of holistic job fulfillment, suggesting that teachers generally experienced meaningful, balanced, and professionally rewarding work characterized by engagement, motivation, satisfaction, and opportunities for growth. Correlation analysis indicated a statistically significant and positive relationship between global citizenship values and holistic job fulfillment (r = 0.557, p = 0.001), with job motivation showing the strongest association. These findings suggest that values-driven teachers tend to be more motivated, satisfied, engaged, and enriched in their professional roles. Based on the significant results, an evidence-based training design was developed to address identified areas with lower mean scores and to further enhance teachers’ global citizenship values and holistic job fulfillment. The study underscores the importance of integrating value-oriented professional development initiatives to promote sustainable teaching commitment and overall educational effectiveness.
Keywords: global citizenship values, holistic job fulfilment, management intervention
DOI: https://doi.org/10.5861/ijrse.2026.26066
Cite this article:
Caldito, L. V., Ocampo, I. S., & Agustin, A. A. (2026). Global citizenship values and holistic job fulfillment: The case of public elementary school teachers in Aritao II district. International Journal of Research Studies in Education, 15(4), 25-38. https://doi.org/10.5861/ijrse.2026.26066
* Corresponding Author