TEACHERS' RECOGNITION AND WORK ENGAGEMENT: A DESCRIPTIVE-COMPARATIVE STUDY BETWEEN MALE AND FEMALE TEACHERS OF BAGANGA CENTRAL ELEMENTARY SCHOOL

Educational Management

This study examined the levels of teachers’ recognition and work engagement among male and female teachers of Baganga Central Elementary School, Davao Oriental, and determined whether significant differences exist between the two groups. A quantitative descriptive-comparative design was employed, and complete enumeration was used to include all forty-six teachers in the school, composed of seven male and thirty-nine female teachers. Two standardized questionnaires were utilized: the Teacher Recognition Scale, which measured care, respect, and social esteem, and the Utrecht Work Engagement Scale, which assessed vigor, dedication, and absorption. Mean, standard deviation, and independent samples t-test were used to analyze the data at the 0.05 level of significance. Findings showed that teachers consistently demonstrated a very high level of social recognition across all three indicators. Respect obtained the highest weighted mean, followed by care and social esteem, indicating that respondents felt valued, supported, and professionally acknowledged in the school setting. Teachers also exhibited a very high level of work engagement, with the strongest result on finding their work meaningful and purposeful. Overall, the teachers remained energetic, dedicated, and immersed in their work. However, no significant difference was found in either teachers’ recognition or work engagement when grouped by sex, suggesting that male and female teachers experienced similar workplace conditions and levels of commitment. The study concludes that Baganga Central Elementary School fosters a positive organizational climate marked by recognition, respect, and strong engagement. Sustaining such a climate through inclusive leadership, appreciation programs, and wellness initiatives may help maintain teacher motivation and professional fulfillment.

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