Relationship of Motivational Factors and School Culture to Teacher Engagement
Abegail A. Soliman
San Juan National High School (Faculty)
Philippine Normal University-Manila (PhD Student)
DOI: https://doi.org/10.54476/iimrj347
ABSTRACT
The level of teachers’ engagement can be a significant measure of efficiency in the workplace. Thus, determining the factors that affect teachers’ engagement is as essential as achieving institutional goals. Along with these concerns, the researcher aimed to determine what motivational factors and which scope of school culture are predictors of teacher engagement. The study utilized quantitative survey design to determine the relationship of the variables. Specifically, descriptive analysis, bivariate correlation and multiple regression were conducted to determine the relationship between demographic profile and each of the dimensions of motivational factors, and school culture to teacher engagement, respectively. Data were collected by administering a survey questionnaire to teachers in Elementary, Junior, and Senior High School in selected schools in Metro Manila. Findings revealed that Filipino teachers went into teaching primarily for external motivation, specifically job security. The least motivating factor is also an external motivation dimension which is on the policies of the organization. School culture is positively correlated to teacher engagement. The predictors of teacher engagement are internal motivation, unity of purpose and collegial support. Even if some teachers feel the dwindling motivation in teaching, a school culture where teachers support each other can still become engaged. Therefore, education leaders should foster a culture that is focused on teachers who genuinely support each other. A school culture where there is unity of purpose in any endeavor leads to develop teachers to be highly engaged in the profession.
Keywords: Teacher Engagement, Motivational Factors, School Culture, Multiple Regression, Bivariate Analysis