Authors : Joselito B. Blas; Eugenio S. Guhao, Jr.

Volume/Issue : Volume 8 - 2023, Issue 7 - July

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://tinyurl.com/mwjn5hz8

DOI : https://doi.org/10.5281/zenodo.8194961

Abstract : The purpose of this study was to determine the best fit model of teacher engagement. Specifically, it established the interrelationship among school principal leadership behavior, strategic leadership and instructional leadership of selected schools in Region XI. Quantitative research design and structural equation model were utilized in this study. The data were gathered from the 400 teachers of selected schools in Region XI. There were four sets of survey questionnaires used in data gathering. Findings revealed that the level of school principal leadership behavior, strategic leadership and instructional leadership were high, and high for teacher engagement. There were significant relationships between and among school principal leadership behavior and teacher engagement, strategic leadership and teacher engagement and instructional leadership and teacher engagement. Importantly, parsimonious model suggested that school principal leadership behavior and strategic leadership and instructional leadership are drivers of teacher engagement of respondents in the study. Conclusive statements were drawn based on the findings of the study; the level of school principal leadership behavior is very high level. strategic leadership and instructional leadership correspondingly is high respectively. The level of instructional leadership is very high and the level of teacher engagement is high. On the other hand, there were significant relationships between the exogenous variable and teacher engagement. Furthermore, generated model 4 fits teacher engagement. This means that the causes of the teacher engagement lean on the, principal leadership behavior, strategic leadership which are stimulated by the academic leaders and educational advocates.