E-work self-efficacy, digital competence and work engagement of teachers in public secondary schools from two provinces in the Philippines

Abstract

This descriptive-correlational research design aimed to
 determine the significant relationships between e-work self-efficacy,
 digital competence and work engagement of teachers in secondary
 schools in the Philippines. The respondents of the study were 244
 teachers from public secondary from two provinces. They were
 selected through Simple Random Sampling. The study was
 conducted via online forms. The gathered data were treated using
 statistical tools such as Mean, Standard Deviation, Pearson r, Hayes
 Process and Multiple Linear Regression. The results of the study
 suggest that enhancing e-work self-efficacy and digital competence
 may lead to increased work engagement, which could ultimately lead
 to better job performance and satisfaction in the context of remote
 work. The results of moderation analyses revealed that the
 respondents’ profile age, length of service, and academic rank
 significantly moderated the relationship between e-work selfefficacy and work engagement. Hence, the hypothesis stating that
 the respondents’ profile variables do not significantly moderate
 between e-work self-efficacy and work engagement and also the
 hypothesis stating that the respondents’ profile variables do not
 significantly moderate between digital competence and work
 engagement of the respondents were both partly upheld. The result
 of regression analysis identified the digital competence singly
 predict the Work Engagement of the respondents. Moreover, the
 regression further revealed that digital competence and e-work selfefficacy in combination predict the work engagement of the
 respondents. Hence, the hypothesis stating that the respondents’
 profile, e-work self-efficacy, and digital competence do not
 significantly predict their work engagement was partly upheld.