Engagement, its Contributory Factors, and Performance of Public Elementary School Teachers: Basis for A District-Based Learning Action Cell

AUTHOR(S)

MA. VANESSA G. AMORA JOELITA C. SALMAHAN NANETTE G. DEGAMO BOBBY P. MONTES

ABSTRACT

—— This study examined the engagement, contributory factors, and performance of public elementary school teachers in selected schools of Ubay, Bohol, as a basis for a district-based Learning Action Cell program. Specifically, it aimed to determine the teachers’ profile, their level of engagement across professional, instructional, school, and co-teacher dimensions, the factors influencing engagement, and the relationship of these variables to their performance. The study employed a descriptive-correlational-comparative research design, utilizing a validated questionnaire and document review to collect data from 114 teacher respondents selected through stratified random sampling. Results revealed that teachers exhibited high levels of professional, instructional, school, and coteacher engagement, with personal motivation, self-efficacy, organizational support, and professional development identified as key contributory factors. Teacher performance, as measured through the Individual Performance Commitment and Review Form (IPCRF) for the School Year 2024–2025, was generally Very Satisfactory to Outstanding. Statistical analyses indicated significant positive relationships between teachers’ years of experience, participation in relevant trainings, level of engagement, contributory factors, and performance. Furthermore, differences in engagement were observed across certain profile variables, particularly among early-career teachers, which illustrates the importance of targeted support and mentoring. These findings demonstrate the need for structured interventions that strengthen teacher engagement, promote professional growth, and enhance instructional effectiveness. Based on the results, a district-based Learning Action Cell program is proposed to provide workshops, mentoring, collaborative planning, and reflective practice sessions aimed at improving teacher engagement and performance while positively impacting student learning outcomes. This study contributes to the understanding of teacher engagement dynamics in basic education and provides evidence-based recommendations for policy and program development within the local context. Keywords — Readiness; HUMSS Students; Ex-post-Facto; Performance; Career Goal; Potential Challenges