Human Resource Management, Work Engagement, and Teacher Commitment: A Path Model Analysis on Teamwork Effectiveness among Public School Teachers

This study examined the relationships among human resource management, work engagement, teacher commitment, and teamwork effectiveness among public secondary school teachers in Region XII, Philippines, and identified the best-fitting structural model explaining teamwork effectiveness. A quantitative, non-experimental, descriptive-correlational design was employed, involving 400 teachers selected through proportionate stratified random sampling across eight Schools Division Offices. Data were collected using four adapted questionnaires and analyzed through descriptive statistics, correlation analysis, and path model analysis. Results revealed very high levels of human resource management (M = 4.42), work engagement (M = 4.47), and teamwork effectiveness (M = 4.48), while teacher commitment was high (M = 4.14). Teamwork effectiveness demonstrated significant positive relationships with human resource management (r = .903), work engagement (r = .960), and teacher commitment (r = .431). The best-fitting model explained 92.7% of the variance in teamwork effectiveness, with work engagement emerging as its strongest direct predictor (β = .794). The findings indicated that supportive management practices and sustained professional engagement were strongly associated with effective teacher collaboration. Strengthening professional development, employee participation, mentoring, and collaborative school practices is recommended. The study's regional scope and correlational design limited the generalizability of the findings and prevented causal conclusions. Its integrated structural model provides empirical guidance for educational leadership, sustainable human resource management, and institutional strategies supporting collaborative effectiveness and professional engagement in public secondary schools.