Instructional Engagement and Practices of Teachers Creativity in the Workplace

The study was situated in a growing body of research that links teachers’ work engagement and perceived autonomy to higher job satisfaction, instructional quality, and overall school performance in the Philippines. Recent descriptive‑correlational investigations have documented that strong engagement and a supportive workplace environment are associated with improved teaching outcomes in both elementary and secondary settings. Likewise, studies of teamwork and teacher engagement have highlighted the mediating role of professional development and work conditions in fostering creative instructional practices backdrop, the present research sought to assess teachers’ instructional engagement and their creative instructional practices at a public secondary school in Monkayo, Davao De Oro, during the 2022‑2023 school year. The investigation aimed to evaluate the level of teachers’ instructional engagement—measured through meaningfulness of work, a conducive workplace atmosphere, and individual competence—and to examine how these dimensions related to creative instructional practices, including teaching approaches, learning activities, and support instructional materials. Fifty teachers were purposively sampled, and data were collected using a modified instructional‑engagement instrument (validity rating = 4.16) and a self‑constructed tool for teaching practices (reliability = 0.87). A descriptive‑correlational design was employed, and the data were analyzed with means, standard deviations, and Spearman’s rho. The findings indicated that both instructional engagement and creative practices were rated “very high,” and significant positive relationships emerged between meaningfulness of work, a supportive environment, and individual competence with specific creative practices such as innovative teaching approaches and the use of support materials. No significant correlation was found for learning‑activity practices. The study concluded that fostering meaningful work, professional growth, and a positive work climate enhanced teacher motivation and instructional effectiveness, and it recommended policy support for ongoing professional development, training, positive work environments, and reflective, innovative teaching.