Operational Support and Innovative Work Behavior as Predictors of Teacher Engagement among Public Elementary School Teachers

Abstract

Teacher engagement has become an increasingly critical issue in education, as many schools face challenges in sustaining motivation and performance among teaching personnel amidst evolving demands and expectations.This study aimed to determine if operational support and innovative work behavior significantly predict teacher engagement among public elementary school teachers in Sto. Tomas District, Division of Davao del Norte. A correlational type of survey design was employed, involving a sample of 178 teachers from public elementary schools in Sto. Tomas District, Division of Davao del Norte. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that operational support (Mean=3.58; SD=1.06), innovative work behavior (Mean=3.90; SD=1.10), and teacher engagement (Mean=3.98; SD=1.09), were described as extensive. Correlation analysis indicated significant relationships between operational support (r-value=0.67; p-value=0.000) and innovative work behavior (r-value=0.72; p-value=0.000) on teacher engagement. Furthermore, both operational support and innovative work behavior significantly predicted teacher engagement (r= 0.75; p-value = 0.000). It is recommended that school administrators continue to strengthen operational support by fostering a collaborative and inclusive work environment that promotes creativity and personal commitment. Encouraging innovative work behavior through platforms for idea generation and experimentation may further enhance teaching effectiveness. Sustained teacher engagement can also be achieved through targeted professional development and collaborative opportunities.