Exploring The Engagement of Senior High School Teachers in Community Extension Services

AUTHOR(S)

JANICA BEA B. AYAD DR. JOSEPHINE P. DASIG

ABSTRACT

— This study explored the motivations and level of engagement of senior high school teachers in community extension services (CES) across the University of Perpetual Help System – DALTA campuses. Employing a mixed-methods research design, the study combined qualitative insights from open-ended interviews with quantitative data gathered through structured survey instruments. The primary objective was to identify the factors influencing faculty participation in CES and to determine whether significant relationships exist between motivation and engagement. Qualitative findings revealed that teachers perceive community as more than a geographical space, describing it as a shared identity rooted in empathy, compassion, and a desire to serve. Participants reported that CES involvement was deeply fulfilling, often driven by personal values, faith, and institutional encouragement. Teachers emphasized their roles as role models and change agents, with CES contributing to their professional growth, improved relationships, and sense of purpose. Challenges such as resource limitations and logistical barriers were mitigated through creativity, collaboration, and institutional support. Quantitative analysis showed that most respondents were young adults with limited tenure and bachelor’s degrees. Respondents demonstrated high levels of motivation across intrinsic, extrinsic, autonomous, and controlled dimensions, with autonomous motivation emerging as the strongest driver. Engagement levels were moderate overall, with highest participation in education-related and psychosocial activities, and lowest in livelihood-related programs. A Pearson correlation analysis revealed a moderate, statistically significant relationship between motivation and engagement (r = 0.58, p < .001), indicating that more motivated teachers were more engaged in CES. The study concludes that faculty involvement in CES is holistically motivated and significantly contributes to both personal and professional development. It recommends enhanced institutional support, structured professional development, inclusive engagement strategies, and recognition systems to sustain and expand faculty participation in community-based initiatives. Keywords — Community Extension Services, Faculty Engagement, Motivations