SCHOOL CLIMATE AND ADMINISTRATIVE EFFECTIVENESS: THEIR INFLUENCE ON TEACHER ENGAGEMENT

Educational Administration

This study aimed to determine the level of school climate and administrative effectiveness and their influence on teacher engagement among public elementary school teachers in Nabunturan West District. The research employed a quantitative approach using a descriptive correlational research design. A researcher made survey questionnaire was utilized to gather data on school climate, administrative effectiveness, and teacher engagement. The respondents were the complete enumeration of 201 public elementary school teachers in the Nabunturan West District during School Year 2025–2026. The data gathered were analyzed using mean, Pearson’s product–moment correlation, and multiple linear regression analysis. Results revealed that school climate and administrative effectiveness were both perceived at a very high level, while teacher engagement was also very high. Findings further indicated a significant relationship between school climate and teacher engagement, as well as between administrative effectiveness and teacher engagement. Among the indicators of school climate, safety and relationship with peers significantly influenced teacher engagement, while support for teachers emerged as the only significant predictor among the indicators of administrative effectiveness. Based on the findings, the study recommends that school heads continually strengthen safety measures, promote positive peer relationships, and provide consistent professional and emotional support to teachers to sustain and enhance teacher engagement.

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