Home⇛Global Journal of STEM Education & Management Research⇛vol. 2 no. 1 (2026)

Multi-Dimensional Perfectionism Among Public Elementary School Teachers

Locynth S. Legarde | Renante A. Egcas

Discipline: Education

 

Abstract:

This descriptive research aimed to determine the level of multi-dimensional perfectionism among 135 public elementary school teachers in District VI, Division of Cadiz City. Using total enumeration, the study employed a modified Multidimensional Perfectionism Scale (MPS) that achieved high content validity (mean = 4.67) and high reliability (Cronbach’s alpha = 0.950). Data analysis was conducted using frequency, percentage, mean, standard deviation, t-test for independent means, and Analysis of Variance (ANOVA). The findings revealed that the level of multi-dimensional perfectionism among teachers, as a whole and across the three dimensions (self-oriented, other-oriented, and socially prescribed), is high. Inferential statistics indicated a significant difference (p < .05) in perfectionism levels when grouped by sex, with female teachers exhibiting significantly higher self-oriented perfectionism than males. Significant differences were also found regarding age and teaching experience, as older and more experienced teachers demonstrated higher self-standards and greater adherence to socially prescribed norms compared to their younger counterparts. On the other hand, variables such as civil status and highest educational attainment showed no significant differences in perfectionism levels. The practical implications of this study suggest that while high perfectionism can foster dedication and productivity, its prevalence requires institutional support to mitigate potential burnout. It is recommended that the Department of Education incorporate specialized topics on managing workplace perfectionism into In-Service Training (INSET). These programs should feature reflective sessions led by licensed Guidance Professionals to help educators balance high standards with psychological well-being. Furthermore, the Teacher Induction Program (TIP) should be strengthened to support newly-hired teachers in navigating these internal and external expectations effectively.



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