Work Engagement, Job Satisfaction, and Teaching Performance of Elementary Teachers in the New Normal

This study determined the relationship between work engagement and job satisfaction in the teaching performance of elementary teachers in the new normal. The researcher utilized a quantitative design using the descriptive-correlational method. The study was conducted in the public elementary schools of Pamplona, Sanchez Mira, Claveria East, Sta. Praxedes - Claveria West Districts in the Division of Cagayan. Simple random sampling was used to determine the 219 respondents of the study. Based on the findings, the respondents have very satisfactory work engagement, particularly along physical, cognitive, and emotional dimensions. Moreover, they have a high level of job satisfaction with its dimensions on leadership, motivation, compensation, expectations, job organization, and work environment. Besides, they have very satisfactory teaching performance in content knowledge and pedagogy, diversity of learners, assessment and reporting, curriculum and planning, community involvement, and plus factor. Although results show that the overall work engagement, job satisfaction, and teaching performance are not significantly related to each other, it is interesting to note that the domain motivation of job satisfaction is directly related to the overall work engagement and its cognitive dimension. Also, the domain compensation of job satisfaction is directly related to the emotional dimension of work engagement. Furthermore, the physical dimension of work engagement had a significant positive relationship to community linkages and plus factors, which are domains of teaching performance. Lastly, overall job satisfaction is directly related to curriculum planning. Moreover, a few dimensions of job satisfaction, work engagement, and teaching performance have been noted to influence one another, which attests that the interplay of these constructs is vital in understanding basic education teachers’ work dynamics.