School organizational climate and teacher engagement in public elementary schools in Cabagan District: Basis for a school improvement framework

Abstract

School organizational climate plays an important role in shaping teachers’ experiences, participation, and engagement in public elementary schools. However, limited evidence has examined the relationship between school organizational climate and teacher engagement among public elementary school teachers in Cabagan District. This study examined the level of school organizational climate and teacher engagement and determined the relationship between these variables. The study employed a descriptive-correlational research design, with 40 teachers from public elementary schools in Cabagan District as respondents. Data were gathered through a structured questionnaire and analyzed using weighted mean and Pearson product-moment correlation. The illustrative findings showed that school organizational climate and teacher engagement were both at high levels. The study also found a significant positive relationship between organizational climate and teacher engagement. The findings highlight the importance of supportive organizational conditions in sustaining teacher involvement and professional participation. Schools may strengthen communication, recognition, administrative support, and teacher participation through a School Improvement Framework.