Abstract
The study determined the relationship work performance as estimated by telecommute work engagement, computer literacy skills, and career adaptability skills of teachers. A total of 300 teachers from public elementary schools have participated in the study. Sets of adopted survey questionnaires were utilized in obtaining data from the respondents. The mean and standard deviation, Pearson r correlation, and multiple regression analysis were utilized as statistical tools in the study. The results reveal that the degree of work performance as estimated by telecommute work engagement, computer literacy skills, and career adaptability skills of teachers is high. Moreover, there is a significant relationship between telecommute work engagement and work performance (r=.523, p<.05), and computer literacy skills and teachers’ work performance (r=.412, p><.05). Further, career adaptability skills have no significant relationship on the teachers’ work performance (r=.019, p><.05). On the other hand, among the three variables, computer literacy skills (β=.080, p><.05) and career adaptability skills (β=.083, p><.05) have significant direct effect on teachers’ work performance.> (r=.523, p<.05), and computer literacy skills and teachers’ work performance (r=.412, p<.05). Further, career adaptability skills have no significant relationship on the teachers’ work performance (r=.019, p<.05). On the other hand, among the three variables, computer literacy skills (β=.080, p<.05) and career adaptability skills (β=.083, p<.05) have significant direct effect on teachers’ work performance.