INSTRUCTIONAL LEADERSHIP OF SCHOOL HEADS, WORKPLACE SPIRITUALITY AND SCHOOL CLIMATE: A CAUSAL MODEL ON TEACHER ENGAGEMENT IN PUBLIC SCHOOLS
Abstract
This study aimed to determine the best-fit structural model predicting teacher engagement in public elementary schools in Region XII. The research utilized a non-experimental, descriptive-correlational design, using Raosoft sample size calculator. Mean, Pearson r, with structural equation modeling to analyze relationships among instructional leadership, workplace spirituality, school climate, and teacher engagement. A total of 400 public elementary teachers served as respondents from Sarangani, General Santos, Koronadal, and South Cotabato divisions who comprised the sample utilizing validated survey instruments. The findings revealed that teacher engagement and school climate achieved very high results, with instructional innovation and collaboration as strong indicators of the model. However, workplace spirituality scored lower, particularly in compassion, due to inconsistencies in its application, suggesting a need for further development in creating a compassionate work environment. The best-fit model demonstrated a significant causal relationship between school climate and teacher engagement, with instructional innovation and decision-making serving as vital indicators The implications of these results highlight the importance of fostering strong leadership and supportive school climates to enhance teacher engagement, ultimately leading to improved student outcomes.
SDG Indicator: #4 Quality Education
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DOI: http://dx.doi.org/10.46827/ejes.v12i2.5841
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