School-Based Management Practices of School Heads and Their Impact on Teachers’ Work Engagement and Performance
Session
Education and Development
Description
This study aimed to assess the level of school-based management (SBM) practices of the school heads in Tanjay City Division and their impact on teachers’ work engagement and job performance during the school year 2020–2021. The study made use of descriptive– correlational research design. To measure the school heads’ level of SBM practices, a standardized instrument developed by the Department of Education, which is evidence-based, was utilized. To gauge teachers’ work engagement, a standardized tool developed by Schaufeli and Bakker entitled Utrecht Work Engagement Scale (UWES) was used. The study utilized percentage, Pearson Product Moment Correlation Coefficient, Kruskal–Wallis H-test, and t-test for its statistical treatment. The respondents of the study were the school heads and teachers who were subjected to sampling. The study revealed the following findings: The school heads’ level of SBM practices is on the “Moving Toward” stage of Level I. Teachers’ extent of work engagement in terms of vigor, commitment, and absorption is “Very High.” Teachers’ performance based on their IPCRF is “Very Satisfactory.” There is a significant relationship between the school heads’ level of SBM practices and the teachers’ work engagement as well as their job performance. A significant relationship was also revealed between the teachers’ work engagement and their job performance. There is a significant difference in the school heads’ SBM practices when grouped according to their profile in terms of educational qualification, supervisory experience, and relevant training. Teachers’ work engagement differs significantly when grouped according to age, and in terms of job performance, they differ significantly when grouped according to age, teaching experience, and relevant trainings. In general, it was concluded that the school heads’ SBM practices have an impact on teachers’ work engagement and performance.
Keywords:
school-based management, work engagement, performance
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-50-5
Location
UBT Kampus, Lipjan
Start Date
29-10-2022 12:00 AM
End Date
30-10-2022 12:00 AM
DOI
10.33107/ubt-ic.2022.305
Recommended Citation
Suyo, Milagros G., "School-Based Management Practices of School Heads and Their Impact on Teachers’ Work Engagement and Performance" (2022). UBT International Conference. 314.
https://knowledgecenter.ubt-uni.net/conference/2022/all-events/314
School-Based Management Practices of School Heads and Their Impact on Teachers’ Work Engagement and Performance
UBT Kampus, Lipjan
This study aimed to assess the level of school-based management (SBM) practices of the school heads in Tanjay City Division and their impact on teachers’ work engagement and job performance during the school year 2020–2021. The study made use of descriptive– correlational research design. To measure the school heads’ level of SBM practices, a standardized instrument developed by the Department of Education, which is evidence-based, was utilized. To gauge teachers’ work engagement, a standardized tool developed by Schaufeli and Bakker entitled Utrecht Work Engagement Scale (UWES) was used. The study utilized percentage, Pearson Product Moment Correlation Coefficient, Kruskal–Wallis H-test, and t-test for its statistical treatment. The respondents of the study were the school heads and teachers who were subjected to sampling. The study revealed the following findings: The school heads’ level of SBM practices is on the “Moving Toward” stage of Level I. Teachers’ extent of work engagement in terms of vigor, commitment, and absorption is “Very High.” Teachers’ performance based on their IPCRF is “Very Satisfactory.” There is a significant relationship between the school heads’ level of SBM practices and the teachers’ work engagement as well as their job performance. A significant relationship was also revealed between the teachers’ work engagement and their job performance. There is a significant difference in the school heads’ SBM practices when grouped according to their profile in terms of educational qualification, supervisory experience, and relevant training. Teachers’ work engagement differs significantly when grouped according to age, and in terms of job performance, they differ significantly when grouped according to age, teaching experience, and relevant trainings. In general, it was concluded that the school heads’ SBM practices have an impact on teachers’ work engagement and performance.