Teachers' Occupational Well-Being and Students’ Academic Engagement in Cagayan De Oro City Division

Abstract

Teachers’ occupational well-being is associated with their capacity to sustain effective teaching and support students’ academic engagement. This study aimed to determine teachers’ occupational well-being and students’ academic engagement in select districts of Cagayan de Oro City Division during the School Year 2026–2027. The study described the respondents’ profiles, assessed their occupational well-being and student engagement, examined the relationships between these variables, and tested the moderating effect of the respondents’ profiles. It used a quantitative descriptive-correlational design involving two hundred and twenty (220) Grade 7 public secondary school teachers selected through universal sampling. Data were collected using a modified questionnaire and analyzed using frequency, percentage, mean, standard deviation, Pearson Correlation, and multiple regression. Findings showed that job satisfaction was stronger than work-life balance, while workload stress was more pronounced than burnout. Emotional engagement emerged as the strongest dimension of students’ academic engagement. Job satisfaction and work-life balance were significantly related to student engagement. Workload stress showed no significant relationship, while burnout had a weak link only to emotional engagement. Class size and teaching experience affected these relationships, but the subject taught did not. The study concludes that teachers’ occupational well-being and students’ academic engagement are interconnected, although their relationships vary across specific dimensions and profile characteristics. School administrators and teachers are encouraged to strengthen work-life balance, manage workload stress and burnout, promote cognitive engagement, and provide support responsive to class size and teaching experience.