Abstract
The study aimed to determine the extent of effects of community engagement and work performance in public secondary school teachers in Teresa Sub-Office, Division of Rizal, during the School Year 2024-2025. A descriptive-correlational research design was applied, utilizing a researcher who made a questionnaire checklist as an instrument in gathering the needed data on the extent of effects of community engagement of public secondary school teachers as perceived by themselves with respect to volunteerism, collaboration, and communication. The said instrument also determined the extent of the problems encountered by teachers regarding community engagement. Also, the study considered the total population of 248 teachers in the identified schools who were chosen using a total enumeration sampling method. The study revealed that the teachers perform community as indicated by a composite weighted mean of 3.85, which is verbally interpreted as Often. In addition, there is no significant difference in the extent of effects of community engagement on the work performance of teachers as perceived by themselves with respect to the different aspects in terms of their profile as reflected in the gained f-values, which are higher than 0.05. More so, teacher-respondents perform very satisfactorily as revealed in their Individual Performance Commitment and Review. Furthermore, there is no significant relationship between the perceived effects of community engagement and the level of work performance of teachers. It was concluded that the perceived impact of community engagement, whether through volunteerism, collaboration, or resource generation, does not show a significant association with teachers’ work performance. These findings suggest that while teachers may actively participate in community activities, such involvement does not necessarily translate into measurable improvements in their professional performance. The study recommended that teachers strengthen their community engagement by fostering stronger school-community relationships, increasing student engagement and achievement, and enhancing teacher satisfaction and professional development. Stakeholders may be encouraged to actively participate in school activities to strengthen the school community partnership.
