Assessing Teachers’ Engagement in Public Elementary Schools in the Philippines
Authors:
Demosthenes Pasaquian Aliste, Runato A. Basañes
Addresses:
Department of Education, SDO-Antique, Antique, Philippines. Department of Student Affairs and Services Division, University of Antique, Antique, Philippines. demosthenes.aliste@deped.gov.ph, runato.basanes@antiquespride.edu.ph
Teachers are in authority to make decisions and to influence and engage learners. This descriptive study aimed to assess the 145 teachers’ engagement in public elementary schools in the Philippines using the jury-validated and reliability-tested researcher-made questionnaire on the Teachers’ Engagement Scale. Appropriate statistical tools were used to interpret the data with a .05 significance level for all inferential data in a two-tailed test processed using the Statistical Packages for Social Sciences (SPSS) software, Version 26.0. Data revealed that teachers’ engagement for school success was high in cognitive, emotional, and social engagement as an entire group and according to sex, educational qualification, length of teaching experience, and school size. Significant differences were noted in teachers’ engagement across the three domains: sex, emotional and social engagement, educational qualification and social engagement, and the length of the teaching experience. The study concludes that teachers are generally well-engaged in their work, and their engagement as teachers depends on the leadership of their school heads. The study recommends that the Department of Education key officials are encouraged to develop school policies, design and create strategies and programs, and allot budgetary allotments to implement teacher-specific human resource development.
Keywords: Cognitive Engagement; Emotional Engagement; Social Engagement; Teachers’ Engagement; Teaching and Learning; Educational Qualification; Length of Teaching Experience.
Received on: 05/12/2023, Revised on: 29/01/2024, Accepted on: 26/03/2024, Published on: 05/06/2024
DOI: 10.69888/FTSTL.2024.000207
FMDB Transactions on Sustainable Techno Learning, 2024 Vol. 2 No. 2, Pages: 62-74
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