Empowerment and Work Engagement among Teachers in Select Districts of Misamis Oriental

Shekinah T. Jaramillo; Roie M. Ubayubay

doi:10.71097/IJSAT.v16.i4.9884

Empowerment and Work Engagement among Teachers in Select Districts of Misamis Oriental

Author(s)	Ms. Shekinah T. Jaramillo, Dr. Roie M. Ubayubay
Country	Philippines
Abstract	Teacher empowerment and work engagement are key to motivation, commitment, and job satisfaction, but factors such as scarce training, inadequate support, poor recognition, and excessive workloads hinder these, limiting teachers’ ability to provide effective instruction. Assessing the level of job engagement and teacher empowerment among public school teachers in select districts in Misamis Oriental during the 2024–2025 academic year was the aim of this study. Specifically, it sought to describe the respondents’ characteristics, evaluate the level of teachers’ empowerment, assess their work engagement, and determine its significant effects and differences. A descriptive correlational method was employed, involving 203 public school elementary teachers as respondents. The variables were adapted and patterned, but the questionnaire was researcher-made. Stratified sampling was used to choose the respondents, and descriptive statistics such as frequency, percentage, mean, and standard deviation were used to characterize the variables. Inferential statistics like Pearson's r and the t-test were employed to examine the significant effect and difference between the variables. Findings revealed that most respondents were female, aged 31–35, married, with 6 – 10 years of teaching experience, holding the position of Teacher I, and having attended primarily division-level seminars. Among the dimensions, teachers’ status was rated highest in empowerment, while cognitive engagement ranked highest in work engagement. Results further showed that teacher empowerment was found to significantly affect engagement, emphasizing the need to value and recognize teachers. Significant differences were also found across age, sex, civil status, years of experience, position, trainings, and attitude, indicating that these factors influence both empowerment and engagement. Based on the findings, it recommends that teachers should enhance their skills and identity through training, mentoring, and collaborative activities like LAC sessions and peer demonstrations. School heads and stakeholders must provide workshops, recognize achievements, and involve teachers in planning and leadership roles. These efforts help sustain empowerment and engagement, boosting motivation and improving teaching and learning outcomes.
Keywords	empowerment, teachers' work engagement
Field	Sociology > Education
Published In	Volume 16, Issue 4, October-December 2025
Published On	2025-12-16
DOI	https://doi.org/10.71097/IJSAT.v16.i4.9884
Short DOI	https://doi.org/hbf82w

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Empowerment and Work Engagement among Teachers in Select Districts of Misamis Oriental

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