Teacher Engagement and Performance Effectiveness: Keys to Organizational Efficiency

Sheena Mae T. Comighud, EdD
Teacher-Researcher, DepEd Basic Education Research, College Instructor, Foundation
University/ NORSU-BSC, Division of Bayawan City, Foundation University NORSUBSC

KEYWORDS

Collaboration, Resource Dependency, Systems Theory

ABSTRACT

The study examines the level of teacher engagement in relation to their job
performance effectiveness in the Schools Division of Bayawan City, Negros
Oriental, Region VII, Philippines.

The respondents were 90 teachers of Bayawan City. The study utilized
percentage, weighted mean, Mann Whitney U test, Kruskall-Wallis test, and
Spearman rank correlation coefficient.

The study follows the descriptive-correlational research design.
The survey instruments covered the engagement of the teachers in terms of
five relevant areas, namely content knowledge and pedagogy, learning
environment and diversity of learners, curriculum and planning, assessment
and reporting, and plus factors.

The salient findings revealed that the teachers‘ level of engagement in the
five key areas was ―high‖ as perceived by the school heads and as ―very high‖
as assessed by the teachers themselves. The job performance rating of the
respondents was rated at ―very satisfactory‖ levels.

A strong and significant relationship was found between the teachers‘ level
of engagement and their individual job performance effectiveness. There is also
a significant difference in their engagement when respondents are grouped
according to educational attainment, level of seminars attended, and position
held.

Enderun Colleges Scholarly Review, Volume 3, Issue 2.

Category: Gen. Ed. , Sustainability

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