Influence of academic competence and well-being on work engagement of elementary school teachers

Abstract

This study on the Influence of Academic Competence and Well-Being on Work Engagement of Elementary School Teachers aimed to identify the areas in which teachers' academic competency and well-being are most strongly correlated with their work engagement. Those surveyed were 259 elementary teachers among the very large public elementary schools selected by the researcher in identifying the respondents. The study used a quantitative, non-experimental method based on causal effect to identify existing traits. The study's data was analyzed and coded using mean, Pearson-r, and Regression Analysis. The result of the research displayed a very high level of academic competence in terms of Achieving Integrity through Subjects, Master Basic Numeracy and Geometrical Skills, Application of Scientific Research Skills Proficiency in Own Subject and Teaching according to Curriculum to Objectives, Mastering languages of instruction, Mother Tongue Proficiency, and Awareness of Recent Content Related to One's Subjects. Also, the findings of the study showed a very high level of well-being in the domains of calmness, involvement, vitality, happiness, and optimism. Teachers' work engagement levels were very high in vigor, dedication, and absorption. The correlation analysis revealed a significant association between academic competence and well-being and teachers' work engagement. Meanwhile, regression analysis showed that work engagement significantly influences academic competence of elementary teachers and well-being significantly influence work engagement of elementary school teachers.