Work Engagement of Teachers and Managing Change in Public Elementary Schools in the Province of Batangas

Abstract

INTRODUCTION

The Code of Ethics for Professional Teachers emphasized that teachers shall uphold the highest possible standards of quality education, shall make the best preparations for the teachers' career and shall be at their best at all times and in the practice of his profession. Thus, teachers are expected to be highly-engaged in his teaching profession and be able to cope up in managing change in a fast-changing environment to produce effective outcomes.

METHODS

This study determined the work engagement of teachers and how they cope up in managing change. It employed the descriptive type of research using a questionnaire as the main instrument in gathering data. Interview, observation and focus group discussion were other modes applied to supplement and substantiate data from the questionnaire. Statistical tools were weighted mean, ranking, two-tailed test of independence (t-test) and step-wise multiple regression analysis.

RESULTS

The findings signified that both administrators and teachers described teachers' work engagement as to attitudes and behavior, values and commitment was evident. They also worked within the framework of the system to promote pupils' education, welfare and protection and were willing to learn with the new trends in teaching-learning of the 21st century teachers. It was noted also that teachers accepted innovative and challenging tasks and enjoyed their work with their clientele. Teachers were also loyal to the school's mission, vision and goals and worked hard for the success of the institution.

DISCUSSIONS

The results demonstrated that teachers can cope and manage the changes in organizational culture, goals and policies, and communication but finds it hard to cope and manage changes in technology. Proposed management program was geared to strengthen the work engagement of teachers and managing change and it was recommended that the teachers in public schools should participate in trainings relevant to technology-based teaching. Moreover, the system should strengthen the use of ICT in teaching-learning process and a technology specialist per school may be hired.