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This study explores the intricate relationship between school climate and teachers' work engagement in the Central Schools of the Department of Education (DepEd), Division of Misamis Oriental. The research establishes a foundational framework for targeted development plans, asserting that a positive school climate significantly influences teachers' work engagement across Cognitive, Emotional, and Physical domains. The investigation involved 287 public central elementary schools within the Division, employing patterned and modified questionnaires. Findings reveal the pivotal role of Teacher I positions and Grade 6 teachers in fostering higher engagement levels, influenced by teaching experience and educational background. Professionalism emerges as the highest-rated school climate dimension, indicating educators' commitment, while Physical Engagement stands out in teachers' work engagement. Significantly, relationships exist between school climate dimensions and work engagement aspects. The study identifies differences in work engagement based on positions, emphasizing the importance of the highest educational attainment as a predictor in cognitive work engagement. Conclusions underscore the significance of early exposure to professional standards, recommending targeted leadership training, teacher engagement in professional development, and exploration of interventions to enhance collegial leadership and collaboration. Ultimately, prioritizing these aspects is crucial for fostering a positive school climate and optimizing teachers' work engagement.
Budiongan et al. (Tue,) studied this question.