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Work Engagement of Public Elementary School Teachers and Organizational Support

Author

Listed:
  • Runato A. Basa�es

    (University of Antique, Sibalom, Antique, Philippines Author-2-Name: Junelene May C. Dagol Author-2-Workplace-Name: Department of Education, San Jose District, Schools Division of Antique, Philippines Author-3-Name: Author-3-Workplace-Name: Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:)

Abstract

Objective - The primary purpose of this research work is to determine the relationship between work engagement of public elementary school (PES) teachers and organizational support in the District of San Jose, Schools Division of Antique, Philippines. Methodology/Technique - Descriptive-correlational design was employed in undertaking this study. A total sample of 167 was purposively selected among the PES teachers in San Jose District, Schools Division of Antique for the survey. The researchers adapted the accomplished Individual Performance Commitment and Review Form of teachers and Eisenberger's (1986) perceived Organizational Support Scale for the study. Findings - The results show that PES teachers' level of work engagement was very satisfactory in all of 4 work engagement aspects - teaching-learning process, student outcomes, community involvement, and professional growth and development. The results also indicated that the PES teachers have a high organizational support level when the different variables were considered in this study - teaching load, teaching position, sex, and marital status. Moreover, looking into the PES teachers' work engagement, a significant difference was noted in community involvement when grouped according to teaching load; and professional growth and development when grouped according to sex. However, no significant difference was noted in all aspects when grouped according to a teaching position and marital status. A significant difference was also pointed out in organizational support in terms of teaching load, teaching position, sex, and marital status. Finally, there was no significant relationship between work engagement and organizational support of PES teachers. Novelty - The study suggests that the Department of Education subjects its personnel to continuing education, training, seminars, and values formation activities to help teachers become more effective in delivering their daily obligations, engage in their work for skills development, and make them feel they are given much attention by the organization where they belong.

Suggested Citation

  • Runato A. Basa�es, 2021. "Work Engagement of Public Elementary School Teachers and Organizational Support," GATR Journals jmmr263, Global Academy of Training and Research (GATR) Enterprise.
    • Handle: RePEc:gtr:gatrjs:jmmr263
    DOI: https://doi.org/10.35609/jmmr.2021.6.1(1)
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    References listed on IDEAS

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    1. Wilmar Schaufeli & Marisa Salanova & Vicente González-romá & Arnold Bakker, 2002. "The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach," Journal of Happiness Studies, Springer, vol. 3(1), pages 71-92, March.
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    More about this item

    Keywords

    Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement;
    All these keywords.

    JEL classification:

    • M31 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Marketing and Advertising - - - Marketing
    • M39 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Marketing and Advertising - - - Other

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