ARCHITECTS OF ACHIEVEMENT: INFLUENCE OF ORGANIZATIONAL CLIMATE, AND WORK ENGAGEMENT ON ORGANIZATIONAL INNOVATION

EDUCATION

This study investigated the extent to which organizational climate and work engagement predict organizational innovation among public school teachers. Utilizing a descriptive-correlational research design and multiple regression analysis, data were gathered from a sample of teachers to assess the levels and relationships between these variables. The levels of organizational climate and organizational innovation were found to be High. Similarly, the extent of work engagement was High, though the domain of Dedication was found to be Very High, indicating that teachers' sense of pride and purpose is always evident. Statistical analysis revealed significant positive correlations between organizational climate and organizational innovation (r=0.717), as well as between work engagement and organizational innovation (r=0.555). Regression models further identified indicators of organizational climate namely collegial relationship, professional teacher behavior, and achievement press as significant predictors of innovation, while institutional vulnerability remained non-significant. For the variable work engagement, vigor and dedication significantly predict organizational innovation, whereas absorption was found to be not significant. These results suggest that institutional progress is driven by internal professional health and academic standards rather than external pressures or passive immersion in work. The study recommends that school heads formalize support for creative ideas and foster shared governance to transition frequently evident practices into consistent institutional norms.

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