ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This research investigated the interplay of engagement, job satisfaction, and performance among public elementary school teachers in Ubay I District, DepEd Schools Division of Bohol during the School Year 2025–2026. Utilizing a descriptive-correlational-comparative research design, data were collected from 114 teachers through a structured questionnaire and supplemented by performance ratings from the Individual Performance Commitment and Review Form (IPCRF). The study examined teachers’ demographic and professional profiles, perceived levels of engagement across individual, institutional, and professional growth dimensions, job satisfaction in a work environment, professional development, interpersonal relationships, and recognition, as well as overall performance. Statistical tools, including frequency, mean, standard deviation, Pearson’s r, and ANOVA, were used to analyze the data, with normality testing conducted prior to inferential analyses. Findings revealed that teachers generally exhibit high engagement and moderate-to-high job satisfaction, with performance ratings ranging from satisfactory to very satisfactory. Educational attainment, years of teaching, and participation in trainings were significantly associated with engagement, satisfaction, and performance, while demographic and financial factors showed minimal impact. Furthermore, engagement and job satisfaction were positively correlated, and both were moderately associated with performance, highlighting the interdependent nature of these constructs. Based on the findings, a professional development program was proposed to enhance teachers’ skills, engagement, and motivation through workshops, mentoring, recognition, and collaborative activities. The study underscores the importance of targeted interventions to strengthen professional growth, improve teaching effectiveness, and positively influence student learning outcomes. Keywords — Teacher Engagement, Job Satisfaction, Performance, Professional Development, Basic Education, Education