Competencies and Work Performance of Grade One Teachers in Public Elementary Schools

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. Type of Paper: Empirical. JEL Classification: A23, I20, I25. Keywords: Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement Reference to this paper should be made as follows: Basañes, R.A; Dagol, J.M.C. (2021). Work Engagement of Public Elementary School Teachers and Organizational Support, Journal of Management and Marketing Review, 6(1) 01 – 15. https://doi.org/10.35609/jmmr.2021.6.1(1)

Good leadership is significant since it is one of the motivating factors that motivate teachers to excel in providing quality education to learners. The purpose of this study is to measure the extent of the practice of transformational leadership of school heads and the work performance of teachers in public elementary schools in District V of the Division of Bacolod City. Random sampling was used to identify the 175 respondents. The study utilized descriptive, comparative, and correlational research designs and an adapted researcher-made survey questionnaire, which was validated and underwent reliability tests. The research found that school heads were perceived to have a high level of transformational leadership practice and were rated very high by Master and Grade 2 Teachers. Teachers' performance was generally outstanding, except for Grade 2 Teachers, who had very satisfactory ratings. The study concluded that there was no significant difference in leadership practices and work performance according to variable length of service, teaching position, marital status, and grade level taught. Furthermore, no significant relationship was found between the transformational leadership of school heads and teachers' work performance. Research indicates that elementary school teachers assessed their school heads as transformational leaders, and teachers demonstrated a high level of work performance. In conclusion, despite the positive effects of transformational leadership on motivation at work, it does not significantly impact teachers' performance. Thus, factors such as teaching styles and classroom strategies may significantly influence work performance.

This study described the diversity in the classroom and multicultural awareness of teachers in public elementary schools in Talomo District, Division of Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 133 teachers in public elementary schools using the universal sampling. The data analysis utilized the mean, Pearson r, and regression analysis. The findings revealed that the diversity in the classroom of teachers and their multicultural awareness were oftentimes manifested. It was found out that there was a significant relationship between diversity in the classroom and multicultural awareness of teachers in public elementary schools. It shown further that the domains of diversity in the classroom significantly influenced the multicultural awareness of teachers in public elementary schools. Based on the findings, public elementary schools should improve diversity practices and enhance multicultural awareness by fostering inclusive classroom environments, promoting cultural sensitivity training, encouraging innovative teaching strategies, and strengthening teacher-student relationships across diverse backgrounds. These efforts can help establish a supportive and culturally responsive educational environment for all learners. Keywords: Diversity in the Classroom, Multicultural Awareness, Public Elementary Schools, Teachers

This study described the building resilience on public school teachers' working engagement of teachers in public elementary schools. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 132 teachers in Boston District, Division of Davao Oriental, using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings revealed that the building resilience at work of teachers and working engagement of teachers in public elementary schools were high and manifested oftentimes. It was found out that there was a significant relationship between building resilience and working engagement of teachers in public elementary schools. It shown further that the domains of building resilience was significantly influenced the working engagement of teachers in public elementary schools. Based on the findings, public school teachers should improve the building resilience and working engagement to ensure a healthy work-life balance, providing meaningful work that aligns with organizational goals, and fostering open communication channels for regular feedback are crucial. Implementing well-being initiatives, encouraging innovation and creativity, and regularly monitoring and adjusting strategies based on employee feedback are also essential. By adopting these recommendations, organizations can create a supportive, empowering, and thriving workplace culture that benefits both employees and the organization.

This study was conducted to determine the academically challenging environment and passionate leadership qualities of teachers in public elementary schools in Talomo District, Division of Davao City. This employed the non-experimental quantitative research design utilizing correlational method leading to regression analysis. The respondents of the study were the 130 teachers in public elementary schools. The statistical tools used in this study were weighted mean, product moment correlation coefficient or (pearson r) and regression analysis. Based on the data, the academically challenging environment was oftentimes manifested while the passionate leadership qualities were perceived the same. There was significant relationship between the academically challenging environment and passionate leadership qualities of teachers. On the other hand, there was significant influence between the academically challenging environment and passionate leadership qualities of teachers in public elementary schools. In the light of the findings the study may guide the school administrators in articulating plans and school programs that will respond to the teachers’ needs and aspirations. Thus, this could be the basis in developing strategies and formulating rules towards development of academically challenging environment and passionate leadership qualities of teachers in public elementary schools. In addition, this study may contribute to teachers teaching effectiveness and build a trusting and creative atmosphere that is conducive to the attainment of the goals of the organization.

This study determined and described the informative management and instructional perspectives of teachers’ in public elementary schools in Caraga North District, Division of Davao Oriental. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 131 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that informative management of teachers in public elementary school in terms of planning, organizing, implementing and evaluating was moderate sometimes manifested. Moreover,instructional perspectives of teachers in public elementary schools in terms of classroom conditions, communication, procedure and expectations was moderate and sometimes manifested. It was found out that there was a significant relationship between informative management and instructional perspectives of teachers’ in public elementary schools. It revealed further that the domains of informative management significantly influence instructional perspectives of teachers. Based on the findings, the public school teachers should attend symposiums and trainings from the DepEd for professional growth and enrichment program. This may provide skillful teachers to upgrade their goals in building their capacity comprehensively, supportive educational opportunities for learners and concurrently acquire the content of healthier academic practices.

This study was conducted to determine the relationship between a logically exalting environment and the reverent leadership attributes of teachers in public elementary schools in Baganga District, Division of Davao Oriental. A quantitative research design was employed, utilizing a correlational method leading to regression analysis. The respondents of the study were 131 teachers from public elementary schools. The statistical tools used included Weighted Mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and Regression Analysis. Based on the data, the logically exalting environment was consistently manifested, while the reverent leadership attributes of teachers were perceived similarly. A significant relationship was found between the logically exalting environment and the reverent leadership attributes of teachers in public elementary schools. Furthermore, the findings revealed a significant influence of the logically exalting environment on reverent leadership attributes. In light of these findings, the study may serve as a valuable guide for school administrators in designing plans and programs that effectively address teachers’ needs and aspirations. The insights gained may serve as a foundation for developing strategies and formulating policies aimed at fostering logically exalting environments and nurturing reverent leadership attributes among teachers in public elementary schools. Ultimately, this study may contribute to enhancing teaching effectiveness, building a trusting and creative atmosphere, and creating a supportive environment aligned with the organization’s goals.

This study was described and conducted to determine the workplace communication and feedback mechanism of teachers in public elementary schools in Boston District, Division of Davao Oriental. This employed the non-experimental quantitative research design utilizing correlational method. The respondents of the study were the 163 teachers in public elementary schools in Boston District, Division of Davao Oriental, using the universal sampling. The statistical tools were the Mean, Pearson Product Moment Coefficient of Correlation (Pearson r) and Regression Analysis. The result of the workplace communication strategies of teachers in public elementary schools was high and manifested oftentimes by the teachers. The feedback mechanism in public elementary schools were high and manifested sometimes by the teachers. There is a significant relationship between workplace communication strategies and feedback mechanism of teachers of public schools. The domains of workplace communication strategies were significantly influence on feedback mechanism. It is recommended in this study that there is a need to continue evaluating the workplace communication strategies and feedback mechanism of teachers particularly in their experiences to increase morale, productivity and commitment so that they may be able to navigate challenges in the communication chain in an organization.

This study determined and described traditional classroom learning in relation to the structured attractiveness of teachers in public elementary schools in Manay District, Division of Davao Oriental. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were composed of 133 teachers in public elementary school using the censussampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the traditional classroom learning of teachers in terms of relational, dialectical, adaptability, ethnicity and social status were high and manifested oftentimes by the teachers (M=3.37). Moreover, structured attractiveness of teachers in terms of welfare, individual appointment and selecting was high and manifested oftentimes (M=3.91). It was found that there was a significant relationship between traditional classroom learning and the structured attractiveness of teachers (r-value=0.862; p-value=0.000). It revealed further that the domains traditional classroom learning have a significant influence on the structured attractiveness of teachers in public elementary schools (R=0.890; R²=0.792; F=90.12; p-value=0.000). Based on the findings, public school teachers should participate in conferences and training programs organized by the Department of Education (DepEd) to support their professional growth. These opportunities can enhance teachers' skills and build their capacity, providing them with valuable tools to improve their instructional practices. This will benefit learners by fostering a stronger educational foundation and promoting effective academic practices.

The aim of this study was to determine the transformational leadership strategies on educational reforms that can improve the innovativeness of the teachers for a motivating and engaging classroom environment. The study was conducted in public elementary schools in the Division of Rizal, Rodriguez sub-office during the School Year 2023-2024. The respondents consisted of two hundred thirty-two head teachers, master teachers and teachers I-III. They were selected using stratified random sampling based on the sub-offices of the division. The researcher used descriptive quantitative methods research design in gathering data through the researcher-developed questionnaire. The findings revealed that most of the respondents are male, have age ranging from 41 years old and above and hold a position of Teacher I. Majority of them are teaching 6 to 10 years which considered in their mid-career development and pursued their post graduate courses. The transformational leadership strategies on educational reforms that influence teachers' innovativeness in public elementary schools with respect to emotional aspect, intellectual stimulation, and individualized considerations are all interpreted as “Always”. The level of teachers' innovativeness in public elementary schools with respect to 21st century learning skills, personalized learning, integration of technology, project-based hands-on learning, and assessment reform are all interpreted as “Highly Innovative”. There is a very strong positive correlation between transformational leadership strategies and the degree of innovativeness exhibited by teachers in public elementary schools which indicates a close relationship between innovative teaching strategies and transformational leadership practices. There is a significant difference in the transformational leadership strategies on educational reforms that influence teachers' innovativeness in public elementary schools with respect to age, sex, number of years in service, work position, and highest educational attainment. Keywords: Educational Reform, Educational Framework, Leadership Strategies Teachers’ Innovativeness, Transformational Leadership,

Amidst the lengthy suspension of in-person classes brought by the unprecedented pandemic of Coronavirus Disease 2019 (COVID-19), widespread adoption of digital technology in education has become critical. However, there is a growing global worry about teachers' digital literacy. The purpose of this study, which was done in four core schools in Bataan's second congressional district, Philippines, is to investigate public elementary school teachers' digital literacy and its impact on the various duties and responsibilities they take on. The study included 225 teachers, four ICT coordinators, and four school leaders from the identified central schools. There were significant disparities in the assessment of digital literacy and performance among the three groups of respondents (teachers, ICT coordinators, and school principals). Furthermore, while there was no significant association established between teachers' characteristics (including age and sex) and their digital literacy, a substantial relationship was discovered between teachers' digital literacy and their overall performance. This study provides useful insights into the landscape of digital literacy among elementary teachers during the COVID-19 pandemic, with implications for educational policies, professional development, and the efficient integration of digital tools in many school roles.

The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

This study aims to determine the relationship between tenure and the level of professional competence of teachers in public elementary schools throughout the Kisaran Kota sub-district. The population in this study were all public elementary schools throughout the Kisaran Kota sub-district, which amounted to 4 schools with a total of 60 teachers with a sample of 38 people. The data collection technique in this study used a questionnaire. While the data analysis technique used is quantitative descriptive analysis. Based on the results of the study, it can be concluded that the tenure of teachers in the Public Elementary Schools in Kisaran Kota is relatively high with an average of 25.42. The professional competence of teachers in public elementary schools in Kisaran Kota is high with an average of 99.74. In the normality test, it is known that the data is normally distributed because the 2-tailed significance value has a probability value of 0.951 > 0.05. In the linearity test of tenure (X) it is known that there is a linear relationship between tenure (X) and teacher professional competence (Y) because the significance value of deviation from linearity is 0.110 > 0.05. Keywords: Working Period, Competence, Professional, Teacher

This study was motivated by observations made by researchers in public elementary schools in Lubuk Basung District, Agam Regency, which showed that teacher performance was still low. Factors that influence teacher performance include principal leadership and school academic supervision. The purpose of this study was to see: (1) the contribution of principal leadership to the performance of teachers in public elementary schools in Lubuk Basung Subdistrict, Agam Regency, (2) the contribution of academic supervision to the performance of teachers in public elementary schools in Lubuk Basung Subdistrict, Agam Regency, and (3) the contribution of principal leadership and academic supervision to the performance of teachers in public elementary schools in Lubuk Basung, Agam Regency. The method used in this research is quantitative research with a population of 172 teachers. The sample size was taken using stratified proportional random sampling method, totaling 66 teachers. The instrument in this study used a questionnaire. Data analysis indicates that: (1) the leadership of school principals contributes significantly to the performance of public elementary school teachers in Lubuk Basung District, Agam Regency by 14.1%. (2) Academic supervision significantly contributes to the performance of public elementary school teachers in Lubuk Basung Subdistrict, Agam Regency by 7.3%. (3) Principal leadership and academic supervision significantly contributed to the performance of teachers of public elementary schools in Lubuk Basung Subdistrict, Agam Regency by 15.1%. This finding can show that the hypothesis can be accepted empirically and the variables of principal leadership and academic supervision are two factors that contribute to the performance of public elementary school teachers in Lubuk Basung Subdistrict, Agam Regency, the remaining 86.9% support outside the two variables studied.

This research is based on the observations of the researcher at the Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, which showed the low performance of teachers. There are many factors influencing teacher performance, including school leadership and school climate. The objectives of this research are to examine: (1) the contribution of school principal leadership to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, (2) the contribution of Academic Supervision to the performance of teachers, and (3) the contribution of school principal leadership and Supervision to the performance of teachers. This research uses a quantitative research method with a population of 292 teachers. The sample was taken using proportional stratified random sampling method, totaling 67 teachers. The instrument in this research uses a questionnaire. The results of data analysis show that: (1) school principal leadership significantly contributes to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, by 93.2%. (2) Academic Supervision significantly contributes to the performance of teachers, by 50%. (3) School principal leadership and Academic Supervision significantly contribute to the performance of teachers, by 5%. it can be concluded that the hypothesis can be empirically accepted, and the variables of school principal leadership and Academic Supervision are two factors that contribute to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, while the remaining 50% is influenced by other variables.