eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-02-07 13 2 46 51 10.12691/education-13-2-1 EDUCATION20251321 article Armenia V. Ingaran armenia.valdez@deped.gov.ph 1 Erlito B. Madriaga 2 Peter Paul S. Cagatao 3 Romiro G. Bautista 4 Graduate School, University of La Salette, Inc., Santiago City, Philippines; Department of Education, Schools Division Office, Santiago City, Philippines Graduate School, University of La Salette, Inc., Santiago City, Philippines; Department of Education, Schools Division Office, Quirino, Philippines Graduate School, University of La Salette, Inc., Santiago City, Philippines Graduate School, University of La Salette, Inc., Santiago City, Philippines; International Relations Office, Quirino State University, Diffun, Quirino, Philippines Teacher professionalism and ethical conduct are vital for effective education systems. This descriptive quantitative study examined factors influencing these aspects among elementary teachers in the West Cluster of Schools Division of Santiago City. The study involved 101 teachers from seven public elementary schools. Data were collected via a validated and reliable researcher-made questionnaire checklist (Cronbach's alpha = 0.981). Results showed no significant differences in professionalism levels based on demographic variables such as age, educational qualification, academic rank, years of teaching experience, and number of trainings attended. Key factors influencing professionalism were administrative support, collaborative work environment, resources and support for teaching, professional development opportunities, and workload management. The findings suggest that these factors are crucial for fostering teacher professionalism and ethical behavior. The study highlights the importance of tailored professional development programs that address teachers' unique needs, promoting continuous improvement and ethical integrity. These insights provide a basis for policy recommendations aimed at enhancing teacher professionalism through targeted interventions and resource allocation. Further research is needed to explore these dynamics in other educational contexts and extend the findings to different school clusters and levels. https://pubs.sciepub.com/education/13/2/1/education-13-2-1.pdf teacher professionalism ethical conduct professional development school climate