Socio-Emotional Dynamics and Work Engagement as Determinants of Public Sector Teacher Performance in Geographically Isolated Schools

Janice G. Dongallo; Maribeth A. Consultado; Estelita A. Madriaga

doi:10.11594/assrj.01.04.15

Authors

Janice G. Dongallo Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines
Maribeth A. Consultado Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines
Estelita A. Madriaga Graduate School, Eastern Samar State University – Main Campus, Borongan City, Philippines

DOI:

https://doi.org/10.11594/assrj.01.04.15

Keywords:

Emotional intelligence, professional identity, socio-emotional dynamics, work engagement, work satisfaction

Abstract

The study determines the socio-emotional dynamics and work engagement as determinants of public sector teacher performance in geographically isolated schools in Eastern Samar. Data from surveys were collected to explore the socio-emotional dynamics determinants of public sectors teachers in terms of work satisfaction, emotional intelligence, professional identity on work engagement in geographically isolated schools. The study employed a descriptive correlational research design with total of 115 respondents from the seven identified geographically isolated schools in Eastern Samar. Findings revealed on work satisfaction is highly engaged of public sector teachers and very high emotional intelligence in enhancing their communication and problem-solving skills. A strong professional identity that aligned to personal values that contributed actively to the profession’s advancement. The level of work engagement is exceptionally high level of dedication and commitment in their personal and professional endeavors. It has strong focus on excellence, responsibility, accountability, and continuous improvement, contributing to their overall effectiveness and success in the workplace. Such high levels of dedication are essential for fostering a culture of excellence and driving organizational achievement. However, public teachers’ performance or IPCRF rating has a very satisfactory rating this would reflects their competence in lesson planning, instructional delivery, classroom management, learner assessment, professional development and active participation of school programs and activities. Correlation analysis revealed that there is significant relationship between socio-emotional dynamics and work engagement as determinants of public sector teacher performance in geographically isolated schools in Eastern Samar. Teachers continue to nurture on work engagement by rewarding employees' contributions, providing opportunities for professional development, and ensuring that employees have resources and support. Strengthening public school teachers by mentoring and coaching programs, career growth opportunities, precise role definitions, and fostering a culture that aligns with employees' values. Systematic human resource policies recommended that the Department of Education design regional welfare and compensation packages tailored to geographically isolated areas.

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