Year: 2024
Type: article
Study design: Observational Study
Abstract: The school is the cornerstone of the global education system, and educators are essential to providing learners with a high-quality education. Outstanding service from teachers can result in enduringly positive experiences for students. Therefore, achieving high satisfaction among stakeholders depends critically on the unique motivational constructions of educators. The study's key findings indicate that both full-time and part-time faculty members rated the overall level of teacher’s work engagement as "Engaged," specifically in areas such as work-life balance, opportunities for growth and development, health and safety, autonomy, and feedback. A significant difference was found in work-life balance engagement between full-time and part-time faculty, leading to the rejection of the hypothesis, whereas no significant difference was observed in the other areas of engagement. Regarding teacher’s work values, both full-time and part-time faculty rated them as "Observed" across aspects like economic returns, achievement, prestige, ways of life, security, supervisory relations, associates, variety, and surroundings, with no significant difference found between the two groups, thus accepting the hypothesis. Additionally, a significant relationship exists between teacher’s work engagement and teacher’s work values, resulting in the rejection of the hypothesis.
DOI: 10.70471/sqr7c008
Authors: ROMMEL AQUINO, SHIELA CASTILLO, MARVIN HONRADO
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4402996990