Work Engagement among Secondary School Teachers in a Public Schools District in the Philippines

Abstract

This study determined the level of work engagement among secondary school teachers in a public schools district in the Philippines. Specifically, it examined the level of work engagement in general and when grouped according to gender, years of teaching experience, and professional position. The study utilized a descriptive research design involving sixty-five (65) junior high school teachers selected through random sampling from three public secondary schools. Data were gathered using the Utrecht Work Engagement Scale (UWES-17) developed by Schaufeli and Bakker (2003). Statistical tools used included mean, standard deviation, Kruskal–Wallis H test, and Welch’s One-Way Analysis of Variance (ANOVA). Findings revealed that secondary school teachers demonstrated a high level of work engagement. Female teachers obtained the highest level of engagement, while all teaching experience and position groups likewise manifested high engagement levels. A significant difference in work engagement was found when teachers were grouped according to gender. However, no significant differences were observed when grouped according to years of teaching experience and teaching position. The findings suggest that teachers generally maintain strong vigor, dedication, and absorption in their work regardless of professional background. The study recommends strengthening supportive school environments and teacher development initiatives to sustain high levels of teacher engagement and professional commitment.