Influence of School Head Leadership Practices and Professional Well-Being on Work Engagement of Public-School Teachers

Negative work attitudes of teachers remain a global issue. The influence of management competence and professional development when combined significantly influence teacher work attitude. Using predictive research design, data from 210 elementary teachers selected though total enumeration were analyzed through multiple regression analysis. Results revealed that the factors of teacher work attitudes were significant. The combined contribution is strong (52%), partly supporting the Theory of Plan Behavior. Future studies may examine additional variables and qualitative approaches to better explain teachers work attitudes, while school leaders may enhance management competence as the most important intervention to improve this criterion.

Influence school head leadership practices, professional well-being, work engagement, public-school teachers

1. Abu-Shawiesh, M., Al-Hassan, Z., & Mahmoud, F. (2022). Measuring data dispersion: A comprehensive guide to standard deviation application. International Journal of Quantitative Methods in Research, 9(4), 211-225. [Google Scholar] [Crossref]

2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T [Google Scholar] [Crossref]

3. Amed, S.N. (2015). Essential statistics for data analysis. https://www.sciencedirect.com/topics/mathematics/regression-analysis [Google Scholar] [Crossref]

4. Aquino, C. J. C., Afalla, B. T., & Fabelico, F. L. (2023). School heads’ leadership practices and teachers’ performance in public schools. International Journal of Evaluation and Research in Education, 12(1), 132–140. https://doi.org/10.11591/ijere.v12i1.23456 (doi.org in Bing) [Google Scholar] [Crossref]

5. Atienza, Evelyn M. (2018). Effective Instructional Leadership as Perceived by School Managers. http://ccs.adnu.eduph/era/displayETD.php?id [Google Scholar] [Crossref]

6. ATLAS.ti. (n.d.). Ethics of interviews. ATLAS.ti. Retrieved from https://atlasti.com/guides/interview-analysis-guide/ethics-of-interviews [Google Scholar] [Crossref]

7. Beigi, M., Shirmohammadi, M., & Stewart, J. (2018). Flexible work arrangements and work–family conflict: A Meta synthesis of qualitative studies among academics. Human Resource Development Review, 17(3), 314-336. [Google Scholar] [Crossref]

8. Benevene, P., De Stasio, S., Fiorilli, C., Buonomo, I., Ragni, B., Briegas, J. J. M., & Barni, D. (2019). Effect of teachers’ happiness on teachers’ health. The mediating role of happiness at work. Frontiers in psychology, 10, 2449. [Google Scholar] [Crossref]

9. Bhandari, P. (2021). Ethical considerations in research: Types and examples. https://www.scribbr.com/methodology/research-ethics/ [Google Scholar] [Crossref]

10. Cañoso, M. J. P. (2024). Teachers’ motivation, self-efficacy, and competence in teaching in an inclusive classroom. IOER International Multidisciplinary Research Journal. https://doi.org/10.54476/ioer-imrj/004112 [Google Scholar] [Crossref]

11. Cárdenas, D., Reid, B., Zhou, H., & Reynolds, K. J. (2024). Boosting school staff well‐being and engagement through identity leadership: The mediating role of organizational climate. Journal of Occupational and Organizational Psychology, 97(4), 1353-1378. [Google Scholar] [Crossref]

12. Dellomas, J.L., & Deri, R.A. (2022). Leadership practices of school heads in public schools. United International Journal for Research & Technology. Volume 04, Issue 02, 2022 | Open Access | ISSN: 2582-6832 [Google Scholar] [Crossref]

13. Eguac, T. N., & Pelones, M. T. P. (2024). Research productivity profile of the selected implementing unit schools in SOCCSKSARGEN Region, Philippines. Journal of Interdisciplinary Perspectives, 2(12), 45–60. Philippine E-Journals. [Google Scholar] [Crossref]

14. Gavin, M., & McGrath-Champ, S. (2024). Teacher workload and the organisation of work: A research agenda for a post-pandemic future. Labour and Industry: A Journal of the Social and Economic Relations of Work, 34(1), 88–99. https://doi.org/10.1080/10301763.2024.2357891 [Google Scholar] [Crossref]

15. Hallinger, P., & Wang, W.-C. (2023). Teacher commitment and engagement under instructional leadership: A review of recent empirical evidence. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432221089185 [Google Scholar] [Crossref]

16. Kerkhoff, S. N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629. https://doi.org/10.1016/j.ijer.2020.101629 (doi.org in Bing) [Google Scholar] [Crossref]

17. Khorana, S., Sharma, T., & Varma, A. (2023). Statistical measures in educational research: Re-evaluating the mean for large datasets. Journal of Applied Statistics in Education, 15(1), 45-60. [Google Scholar] [Crossref]

18. Kim, J., & Lee, S. (2024). Supportive organizational practices and teacher work engagement in public schools. Teaching and Teacher Education, 139, 104512. https://doi.org/10.1016/j.tate.2024.104512 [Google Scholar] [Crossref]

19. Liu, S., Hallinger, P., & Feng, D. (2024). The effects of instructional leadership on teacher professional learning communities: The mediating role of teacher responsibility. Educational Management Administration & Leadership, 52(2), 356–375. https://doi.org/10.1177/17411432221089185 [Google Scholar] [Crossref]

20. Maquidato, J. N. C., & Bayani, R. T. (2023). Workload and work engagement among the teachers: A descriptive-correlational study. EPRA International Journal of Multidisciplinary Research, 9(7), 105–115. https://doi.org/10.36713/epra17756 [Google Scholar] [Crossref]

21. Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130. https://doi.org/10.1016/j.ijer.2017.07.006 [Google Scholar] [Crossref]

22. Negoso, J. (2021). Factors of engagement and level of performance among public secondary school teachers. E-Saliksik: The DepEd Research Portal. https://e-saliksik.deped.gov.ph/wp-content/uploads/2023/09/IX_2021_Negoso_Factors-of-Engagement-and-Level-of-Performance-Among-Public-Secondary-School-Teachers.pdf [Google Scholar] [Crossref]

23. Nguyen, T. H., Tran, Q. P., & Le, M. T. (2023). School leadership practices and teacher engagement: Building a culture of commitment in public education. Leadership and Policy in Schools, 22(4), 611–628. https://doi.org/10.1080/15700763.2023.2189456 [Google Scholar] [Crossref]

24. Research Pal. (n.d.). Data privacy and informed consent in research. ResearchPal Blog. Retrieved from https://blog.researchpal.co/academic-research/data-privacy-and-informed-consent/ [Google Scholar] [Crossref]

25. Sasoma, R., Blanquisco, M.J., & Mangansat, N.J. (2023). Professional well-being of public-school teachers and their school organizational health: input for mindfulness-based interventions program. International Journal of Academic Pedagogical Research (IJAPR) ISSN: 2643-9123 Vol. 7 Issue 5, June – 2023, Pages: 1-17 [Google Scholar] [Crossref]

26. Schaufeli, William B., and Arthur B. Bakker. 2004. “Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study.” Journal organizational behavior, Vol. 25, 293-315. [Google Scholar] [Crossref]

27. Schleicher, A. (2018), Valuing our Teachers and Raising their Status: How Communities Can Help, International Summit on the Teaching Profession, OECD Publishing, Paris, https://dx.doi.org/10.1787/9789264292697-en. [Google Scholar] [Crossref]

28. Sehanovic, L., Hadziahmetovic, N., & Sehanovic, A. (2025). The role of support mechanisms in reducing burnout and turnover intention: A study of healthcare professionals. Eurasian Journal of Business and Economics, 18(35), 53–73. https://doi.org/10.17015/ejbe.2025.035.04 [Google Scholar] [Crossref]

29. Stark, K., Daulat, N., & King, S. (2022). A vision for teachers’ emotional well-being. Phi Delta Kappan, 103 (5), 24-30. [Google Scholar] [Crossref]

30. Sun, B., Zhu, F., Lin, S., Sun, J., Wu, Y., & Xiao, W. (2022). How is professional identity associated with teacher career satisfaction? A cross-sectional design to test the multiple mediating roles of psychological empowerment and work engagement. International Journal of Environmental Research and Public Health, 19(15), 9009. [Google Scholar] [Crossref]

31. Valencia, A. B., Santos, C. D., & Reyes, E. F. (2025). The Cascading Influence of School Head Leadership: Mediating Professional Well-Being to Boost Teacher Engagement in the Philippines. Journal of Educational Leadership and Sustainable Development, 12(3), 45-68 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study