SCHOOL GOVERNANCE PRACTICES AND CULTURE AS PREDICTORS OF TEACHER ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS

Educational Administration

This study examined school governance practices and school culture as predictors of teacher engagement among public secondary school teachers in New Bataan, Davao de Oro. It aimed to determine the level of school governance practices in terms of leadership, strategy and value, and financial management; the level of school culture in terms of collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership; and the level of teacher engagement in terms of emotional engagement, social engagement: colleagues, cognitive engagement, and social engagement of students, as well as the relationships and predictive influence among these variables. A quantitative descriptive-correlational research design was employed, involving 200 public secondary school teachers selected through universal sampling from six national high schools. Data were gathered using validated survey instruments and analyzed using mean, correlation, and regression analysis. Results revealed that school governance practices, school culture, and teacher engagement were all rated as high, indicating strong agreement among respondents. Significant relationships were found between school governance practices and teacher engagement (r = 0.580, p < 0.001) and between school culture and teacher engagement (r = 0.699, p < 0.001). Regression analysis showed that strategy and value significantly predicted teacher engagement, while leadership and financial management did not. Similarly, professional development and learning partnership emerged as significant predictors of teacher engagement among the school culture dimensions. The findings indicate that strengthening strategic direction, shared values, professional growth opportunities, and collaborative partnerships can enhance teacher engagement.

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