Teachers’ Engagement and Performance in Teaching Key Stage One Learners in Selected Deped Schools in Cavite

AUTHOR(S)

ROSIELYN L. OMILA DR. BENJAMIN C. SIY JR

ABSTRACT

—— This study aimed to examine the relationship between teachers’ engagement and performance in teaching key stage one learners from the selected DepEd schools in the District of Rosario, Division of Cavite, for the school year 2023-2024. The respondents assessed the following factors, including the demographic profile (age, sex, years of teaching, position, and grade level taught), and the teacher’s level of engagement in terms of self-leadership, teacher-student relationship, positive teacher behavior, partnership, and environmental support. The researcher applied the quantitative research design and used a self-made survey questionnaire as the main gathering tool. The respondents were fifty-three teachers (key stage one teachers and master teachers) from Mayor Calixto D. Enriquez and Silangan Elementary School, and therefore total sampling method was used. Moreover, the highlights of the study are the significant relationship between the engagement and performance of teachers’ respondents and the best practices of the teachers. Based on the survey, teachers have responded with a high level of engagement in self-leadership, teacher-student relationships, positive teacher behavior, partnership, and environmental support. The study revealed that there is a significant relationship between teachers’ engagement and performance. This means that more engaged teachers tend to perform better in the school setting. This relationship shows that increasing teacher engagement could lead to improved performance outcomes. Teachers who are more actively involved, motivated, and committed to their work tend to perform better in their professional roles, and this reflects in their classroom effectiveness, lesson delivery, student performance, and overall contribution to school outcomes. The findings proved that teacher engagement is crucial in creating a dynamic, inclusive, and supportive learning environment. Therefore, it is recommended to utilize the best practices for teacher engagement, such as being involved in school community activities, offering support to learners who are struggling academically, fostering open and respectful communication in the classroom, participating in professional development, and ensuring a safe and comfortable space for learners. Keywords — Key stage one, self-leadership, student-teacher relationship, positive teacher behavior, partnership, environmental support, teachers’ engagement, teacher performance