Abstract
This study aims to investigate the extent of teacher engagement among elementary school educators and its relationship with school performance, thereby contributing to institutional effectiveness. The research aims to assess teachers' levels of engagement and perspectives on school performance across various dimensions, including mission statement and goals, planning and evaluation, organization and governance, integrity, teachers, resources, academic programs and curricula, public disclosure and transparency, assurance and quality, and student support services. Additionally, the study seeks to establish a significant relationship between teacher engagement and institutional performance within public elementary schools. Statistical analysis employed were mean, standard deviation, and Pearson correlation (r) to determine teachers' engagement levels, perceptions of institutional performance, and the strength of their relationship. The findings highlight a high level of teacher engagement among elementary educators, with indicators such as enthusiasm toward teaching scoring notably high. Conversely, areas for potential improvement include enhancing interpersonal support among colleagues. The study reveals strong correlations between teacher engagement and multiple aspects of institutional performance, highlighting the crucial role of educators in shaping school effectiveness. Recommendations based on the study's results include enhancing communication between teachers and parents, investing in targeted professional development programs, fostering collaborative teaching environments, ensuring transparent governance practices, and aligning school missions with teacher values to inspire motivation and participation in achieving educational objectives. These recommendations aim to leverage teacher engagement to drive institutional performance and enhance student outcomes in public elementary education settings.
